Barbara Gross Davis - Tools for Teaching-Jossey-Bass (2009)

Tools for
Teaching
second edition
Barbara Gross Davis
The Jossey-Bass Higher and Adult Education Series
Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.
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Library of Congress Cataloging-in-Publication Data
Davis, Barbara Gross.
Tools for teaching/Barbara Gross Davis.—2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-7879-6567-9 (pbk.)
1. College teaching—United States—Handbooks, manuals, etc. 2. Classroom management—
United States—Handbooks, manuals, etc. 3. Curriculum planning—United States—Handbooks,
manuals, etc. I. Title.
LB2331.D37 2009
378.1'25—dc22
2008041906
Printed in the United States of America
FIRST EDITION
PB Printing
10 9 8 7 6 5 4 3 2 1
CONTENTS
Preface
vii
Credits
xiv
The Author
xv
PART I: GETTING UNDER WAY
1
1 Designing or Revising a Course 3
2 The Comprehensive Course Syllabus 21
3 The First Days of Class
37
4 Classroom Conduct and Decorum 48
PART II: RESPONDING TO A CHANGING STUDENT BODY 55
5 Diversity and Inclusion in the Classroom 57
6 Students with Disabilities
72
7 Reentry and Transfer Students
85
8 Teaching Academically Diverse Students 90
PART III: DISCUSSION STRATEGIES 95
9 Leading a Discussion 97
10 Encouraging Student Participation in Discussion 106
iii
iv
Contents
11 Online Discussions 112
12 Asking Questions 118
13 Fielding Students’ Questions
127
PART IV: THE LARGE-ENROLLMENT COURSE 133
14 Preparing to Teach the Large-Enrollment Course 135
15 Delivering a Lecture
148
16 Explaining Clearly 157
17 Personalizing the Large-Enrollment Course 162
18 Encouraging Student Participation in the
Large-Enrollment Course 168
19 Maintaining Instructional Quality with Limited Resources
174
PART V: ALTERNATIVES AND SUPPLEMENTS TO LECTURES
AND DISCUSSION 179
20 Web 2.0
181
21 Learning in Groups
190
22 Informal Group Learning Activities 207
23 Formal Group Learning Activities 214
24 Case Studies 222
25 Simulations: Role Playing, Games, and Virtual Worlds
229
26 Service Learning and Civic Engagement 233
27 Undergraduate Research
244
28 Guest Speakers 251
PART VI: ENHANCING STUDENTS’ LEARNING AND MOTIVATION
29 Helping Students Learn
259
30 Learning Styles and Preferences 273
257
Contents
v
31 Motivating Students 278
32 Informally Assessing Students’ Learning 290
33 Mobile Learning 298
PART VII: STRENGTHENING STUDENTS’ WRITING AND
PROBLEM-SOLVING SKILLS 303
34 Helping Students Write Better in All Courses 305
35 Designing Effective Writing Assignments 314
36 Evaluating Students’ Written Work
37 Homework: Problem Sets
325
335
PART VIII: TESTING AND GRADING 343
38 Promoting Academic Honesty
39 Quizzes, Tests, and Exams
345
362
40 Allaying Students’ Anxieties about Tests 375
41 Multiple-Choice and Matching Tests 390
42 Short-Answer and Essay Tests
401
43 Grading Practices 409
44 Calculating and Assigning Grades 419
PART IX: PRESENTATION TECHNOLOGIES
45 Flipcharts
431
433
46 Chalkboards and Whiteboards 436
47 Interactive Whiteboards 441
48 Overhead Projection 443
49 Slide Shows 447
50 Video Recordings and Clips
450
51 PowerPoint Presentations 453
vi
Contents
PART X: EVALUATION TO IMPROVE TEACHING
459
52 Early Feedback to Improve Teaching and Learning 461
53 Video Recordings and Classroom Observations
54 The Teaching Portfolio
472
481
PART XI: TEACHING OUTSIDE THE CLASSROOM 489
55 Holding Office Hours 491
56 E-mail, Text Messages, and Instant Messages 497
57 Academic Advising and Mentoring Undergraduates 504
58 Guiding, Training, Supervising, and Mentoring Graduate
Student Instructors 517
PART XII: FINISHING UP
527
59 The Last Days of Class 529
60 Student Rating Forms
534
61 Writing Letters of Recommendation for Students 551
Index
557
PREFACE
Tools for Teaching provides new and experienced faculty in all disciplines with
practical, tested strategies for addressing all major aspects of college and university teaching, from planning a course through assigning final grades. Graduate
student instructors and teaching assistants will also benefit from the foundational
knowledge and research findings described in this book.
This second edition includes twelve new chapters devoted to innovations in
classroom technology and current trends on American campuses. In addition, all
of the chapters from the first edition have been thoroughly revised to incorporate
recent research on college-level teaching and learning.
Certain assumptions about you, the reader, have guided the design and organization of this second edition:
• You teach a course that is primarily face-to-face and use technology for administrative and educational purposes.
• You want to know about specific instructional strategies that faculty members
have used successfully and that researchers have found to be effective in developing students’ intellectual and cognitive skills.
• You can figure things out for yourself. Once you are presented with the gist
of a strategy, you can adapt it to your particular circumstances and needs—or
reject it as inappropriate for you and your students.
• You are busy and have little time to read through the burgeoning literature on
teaching and learning. You want to be able to quickly locate information and
appropriate strategies for improving your teaching and students’ learning.
Each chapter contains a brief introduction, a set of general strategies, and
concise descriptions of teaching ideas, supported by research, that instructors
can adapt and try out. The format lends itself to easy and efficient identification
vii
viii
Preface
of major points and to quick reading or browsing. Each chapter can be read
independently of the others, and the chapters can be read in any order.
Many of the suggestions can be readily implemented; others require planning
or modifications in course design. No one instructor could possibly use even half
of the ideas—nor would any instructor want to. Tools for Teaching is truly a toolbox
from which to select and adapt those ideas that match your teaching style and the
needs of your students. Indeed, one of the premises of the book is that there are
no pat answers, quick fixes, or sure-fire recipes for excellent teaching and optimal
learning, only endless ways to improve.
Sources of Tools for Teaching
The information in Tools comes from many sources: the research literature in
higher education on teaching and learning; books published by scholars, researchers, and faculty development experts on effective educational practices; articles on
pedagogy by college and university faculty; conversations with and classroom
observations of faculty at the University of California, Berkeley; the Web sites
of colleges and universities, especially the resources at teaching.berkeley.edu; and
local and national listservs devoted to teaching.
I have made every effort to attribute each entry to a published source or
to cite a reference that provides greater detail, although the source cited is not
necessarily the originator of the strategy. Some tools, though, are part of general
lore or reached me without attribution. If I have misinterpreted any findings or
conclusions or if I failed to give appropriate credit, I hope readers will contact me
so that I can make corrections in a future edition.
Though Tools derives from a substantial body of research and theory, the text
focuses on practice. For readers who want to know more about the origin and
testing of the strategies, the end-of-chapter reference lists provide starting points.
Those seeking discussions of theory and philosophy, essays on good teaching,
personal reflections about classroom experiences, examination of the teaching
persona, case studies on college teaching, or discipline-specific perspectives on
teaching will want to look elsewhere to the many excellent books on these topics.
For example, see, among others, Bain’s analysis (2004) of the teaching practices of
nearly one hundred college and university instructors; Lang’s personal week-byweek guide (2008) aimed at those embarking upon their first teaching experience;
Palmer’s exploration (2007) of a teacher’s inner landscape and the importance
of emotion and spirit in the educational process; and Kalman (2008) for teaching
science and engineering, Showalter (2003) for teaching literature, or Buskist and
Davis (2005) for teaching psychology.
Preface
ix
Organization of Tools for Teaching
Tools is designed to be used as a reference book; it is not meant to be read cover
to cover. The twelve parts represent, in a roughly chronological sequence, the
principal teaching responsibilities and activities of college instructors. The table
of contents, index, and internal cross-references should help you locate the material you need. The following overview may also help you decide where to begin.
Part One, “Getting Under Way,” addresses planning: designing a new course
or revising an existing one, creating a syllabus, preparing for the first days of class,
and managing classroom conduct and decorum.
Part Two, “Responding to a Changing Student Body,” offers suggestions for
working with students who have disabilities, students from ethnic or cultural backgrounds different from your own, and older students returning to school. The
last chapter in this part focuses on classes in which students have widely varying
academic skills and abilities.
Part Three, “Discussion Strategies,” provides ideas for leading a productive
discussion, framing challenging questions, and encouraging student participation,
both in class and online.
Part Four, “The Large-Enrollment Course,” explores aspects of the lecture
method: preparing and delivering effective lectures, engaging students and providing for student participation, and maintaining instructional quality with limited resources.
Part Five, “Alternatives and Supplements to Lectures and Discussion,” continues the theme of student participation, looking at the advantages of group
work and ways to involve students in role playing, case studies, games, virtual
worlds, fieldwork, and undergraduate research. Web-based activities are highlighted in this part.
Part Six, “Enhancing Students’ Learning and Motivation,” provides researchbased approaches to helping students become more confident, independent, and
self-motivated learners. Informal ways to assess learning and the use of mobile
technologies are also described.
Part Seven, “Strengthening Students’ Writing and Problem-Solving Skills,”
describes how instructors in all departments can help students develop their writing skills—and how to do so without spending enormous amounts of time grading and marking students’ papers. This part also offers strategies on designing and
grading problem sets.
For many faculty members, testing and grading are among the most difficult aspects of teaching. Part Eight, “Testing and Grading,” offers pointers on
developing good exams, alleviating students’ test anxieties, implementing various
grading methods, and promoting academic honesty.
x
Preface
Part Nine, “Presentation Technologies,” explores low-tech media (flipcharts,
chalkboards), audio and video multimedia, and PowerPoint presentations.
Part Ten, “Evaluation to Improve Teaching,” explains how instructors can
gather and interpret information that will help them become better teachers. This
part includes quick methods for getting immediate feedback from students as well
as the use of video recordings, colleague observation, and self-assessment.
Part Eleven, “Teaching Outside the Classroom,” offers ideas on office hours,
electronic communication with students, advising undergraduates, and working
with graduate students as teaching assistants.
Part Twelve, “Finishing Up,” covers end-of-term activities: review sessions,
student ratings, and letters of recommendation.
Suggestions for Using Tools for Teaching
Because each chapter is designed to be read independently, some themes are
mentioned in several chapters, an overlap that I hope will not bother the careful
reader. Readers will also notice that not all the suggestions are compatible: they
represent a variety of strategies from which to choose. As with any new undertaking, it is best to pick one or two activities to start with and add new items to your
repertoire over time.
If you are a new instructor, you may want to begin by looking at Parts One,
Three, and Four (“Getting Under Way,” “Discussion Strategies,” and “The
Large-Enrollment Course”). You could then read the chapters that seem particularly relevant to your teaching responsibilities and refer to Tools during the term
as different challenges arise (for example, encouraging students to talk during
discussion periods).
If you feel generally comfortable about your teaching but are looking for ways to inject
some excitement into your courses, browse through the book and select topics that
appeal to you. Or start with Part Three (“Discussion Strategies”) and Part Five
(“Alternatives and Supplements to Lectures and Discussion”), both of which offer
ways to actively engage students.
If you already have a sense of the areas you want to improve, read the chapters that
directly relate to those areas.
If you are unsure about your teaching strengths and weaknesses, read Part Ten
(“Evaluation to Improve Teaching”) for suggestions on how to assess your teaching. Once you have identified areas for improvement, scan the table of contents
and the index for the relevant topics.
All instructors can benefit from “Informally Assessing Students’ Learning” (in
Part Six) and “Early Feedback to Improve Teaching and Learning” (in Part Ten),
Preface
xi
which offer suggestions for gauging students’ comprehension of course material and for eliciting their opinions of the strengths and weaknesses of your
teaching.
A Request
I would be most grateful for your comments on the ideas and perspectives presented in Tools. Let me know what you think, and please pass along the good ideas
you use in your own courses (email: [email protected]).
Acknowledgments
The second edition of this book could not have been written without the contributions of a great many people, and I am deeply indebted to each of them for
their assistance and encouragement.
For sharing freely their ideas about good teaching: I am especially grateful to the
faculty of the University of California, Berkeley. Their lively discussions, their
generosity in sharing good teaching practices, and their diverse instructional
perspectives have contributed both directly and indirectly to this book. A special
thanks to those who participate in the Office of Educational Development’s
listserv, which has been a source of many good ideas about teaching and
learning.
For reviewing and commenting on draft material at various stages: I received wise
suggestions, insightful comments, and constructive criticism from the following
faculty members and administrators at the University of California, Berkeley:
Connie Chiba, Steven Chin, Nancy Chu, Aaron S. Cohen, Kevis Goodman,
Sarah J. Hawthorne, Bryan Mayberry, Michael H. O’Hare, Oliver O’Reilly,
Norma Partridge-Wallace, Eva Rivas, David O. Robinson, Larry Rowe, Susan
Schweik, Diane Sigman, Cara Stanley, Philip B. Stark, Kim Steinbacher, Stephen
K. Tollefson, Marc Treib, and Linda von Hoene.
For providing a student perspective: Many thanks to Molly McRoberts, Sam
McRoberts, Kevin Poindexter, and Sarah Firestone (current and future undergraduates) for their review of selected chapters and their “gr8” suggestions on
the use of technology in teaching and learning.
For reviewing and commenting on the entire manuscript: Larry Braskamp, Gary
L. Firestone, and Ole Hald provided detailed critiques of the manuscript and
were invaluable resources for crucial ideas, critical concepts, and different points
of view that helped shape the final text. I am grateful to them for identifying
xii
Preface
problems, challenging me to be clear and specific, and making important contributions to both the substance and tone of this book.
For project management, bibliographic, editorial, and research assistance: I would like
express my deep appreciation to Jean Barker for her judicious balance of patience
and persistence in the face of almost-impossible deadlines; her attentiveness
always kept this project moving forward. Her superb organizational skills, proficiency in locating hundreds of resources, and impressive mastery of the intricacies of copy editing have been invaluable. I also thank Mark Rhynsburger and
Samuel Case for their help in verifying citations.
For editorial assistance: I am deeply indebted to Amy Einsohn, who worked on
both the first and second editions of the book, for her prodigious expertise in
condensing and clarifying the text, catching infelicities of language, and providing
structural transitions.
For the team at UC Berkeley: My colleagues in my immediate office deserve
special accolades for their steadfast support, considerable patience, ongoing
encouragement, and complete understanding. Their graciousness and good
humor helped make it possible for me to complete this book, and I respect them
all: Jean Barker, Debra Fong, Bryan Mayberry, Norma Partridge-Wallace, Julie
Rivera, Michele Robinson, Kim Steinbacher, and Steven K. Tollefson. I also
thank Christina Maslach and Gibor Basri for their support during the writing of
this second edition.
For the team at Jossey-Bass: I would like recognize the expert advice and support of David Brightman, Cathy Mallon, Barbara Armentrout, and Aneesa
Davenport. Their editorial and production skills ably guided the book to publication. I am also grateful to Alan Venable for his assistance as development editor
in the early stages of this project: he made my work easier.
For reality checks throughout the process: Rita Berro, Karen Gross McRoberts, Molly
McRoberts, Sam McRoberts, Gary L. Firestone, Larry Braskamp, Ole Hald, Hilda
Kessler, David Sweet, Jean Barker, Norma Partridge-Wallace, Steven K. Tollefson,
and Amy Einsohn kept me grounded, motivated, and on track.
For their help on the first edition: I would like to thank the following reviewers
and research assistants who helped me with the first edition and whose contributions are intertwined with the concepts presented in this second edition: Natalie
Bosworth, Larry Braskamp, Cherry Chaicharn, Frederick C. Crews, Sam Davis,
Marian Diamond, W. Russell Ellis, Sally Fairfax, Debra Fong, Ole Hald, Gary
Handman, Michael Hardie, Francisco Hernandez, Sheila Humphreys, Helen
Johnson, Peter Kerner, Jo Keroes, Matt Kondolf, Leif Krauss, Kristin Luker,
Michele Mattingly, Flora McMartin, Margarita Melville, William K. Muir, Rose
Nash, John Ory, Kevin Padian, David Palumbo-Liu, McCrae Parker, David
Patterson, Matthew Rabin, Vincent Resh, K. V. S. Sastry, Michael Scriven, Mary
Ann Shea, Mary Deane Sorcinelli, Daniele Spellman, Richard Sutch, Marilla
Preface
xiii
Svinicki, Ronald Takaki, Stephen K. Tollefson, Jon Wergin, Joanne Wile, Jana
Woodard, and Christi Zmich.
Finally, a private acknowledgment and expression of gratitude to ITG, who
has been a steady rock of unconditional support, completely selfless in providing
assistance above and beyond the contract. For giving me free passes on my bad
days, and for helping this book reach the highest possible standard, I am deeply
indebted to him.
References
Bain, K. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004.
Buskist, W. and Davis, S. F. (eds.) Handbook of the Teaching of Psychology. New York: WileyBlackwell, 2005.
Kalman, C. S. Successful Science and Engineering Teaching: Theoretical and Learning Perspectives.
New York: Springer, 2008.
Lang,
J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge, MA:
Harvard University Press, 2008.
Palmer, P. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. 10th Anniversary
Edition. San Francisco: Jossey-Bass, 2007.
Showalter, E. Teaching Literature. London: Blackwell, 2003.
CREDITS
We gratefully acknowledge permission to use the following material:
Chapter 1, pages 9–10: Wankat, P., and Oreovicz, F. “Content Tyranny.” ASEE
Prism, 1998, 8(2), 15. Used by permission from the American Society for
Engineering Education.
Chapter 6, page 82: University of California, Berkeley, Counseling and
Psychological Services. Used by permission from Associate Vice Chancellor
Steve Lustig, University of California, Berkeley.
Chapter 9, pages 98–99: Tiberius, R. G. Small Group Teaching: A Trouble-Shooting
Guide. London: Kogan Page, 1999, p. 64. Used by permission.
Chapter 13, page 129: Sprague, J., and Stuart, D. Cengage Advantage Books:
The Speaker’s Handbook (with SpeechBuilderExpress™ and InfoTrac®), 1E.
© 2006 Wadsworth, a part of Cengage Learning, Inc. Reproduced by
permission. www.cengage.com/permissions
Chapter 26, page 233: University of California at Berkeley Task Force. Advancing
Public Service. Berkeley: Service Learning Research and Development
Center, University of California, 2000. Used by permission from Professor
Andrew Furco, formerly of the University of California, Berkeley.
Chapter 40, page 380: Listserv, University of California, Berkeley, Office of
Educational Development. Used by permission from Director Stephen K.
Tollefson, University of California, Berkeley.
Chapter 43, page 409: Scriven, M. “Evaluation of Students.” Unpublished
manuscript, University of California, Berkeley, 1974. Used by permission
from the author.
Chapter 61, page 555: Swensen, E. V., and Keith-Spiegel, P. Writing Letters of
Recommendation for Students: How to Protect Yourself from Liability. Washington,
D.C.: American Psychological Association, 1991, p. 2. Used by permission
from E. V. Swenson.
xiv
THE AUTHOR
Barbara Gross Davis, Assistant Vice Provost for Undergraduate Education
at the University of California, Berkeley, received a B.A. degree in psychology,
an M.A. degree in educational psychology, and a Ph.D. degree, also in educational psychology, all from the University of California, Berkeley. Davis’s main
areas of interest have been program and curriculum evaluation, instructional
improvement, and faculty development—all in higher education. She has conducted workshops and seminars on topics related to teaching, learning, and evaluation, and she has written about faculty evaluation, assessment, and teaching
improvement.
xv
To my mother, Rita Berro, my first and best teacher
PART I
Getting Under Way
1. Designing or Revising a Course
2. The Comprehensive Course Syllabus
3. The First Days of Class
4. Classroom Conduct and Decorum
1
Designing or Revising
a Course
In designing or revising a course, faculty must consider what material to teach,
how best to teach it, and how to ensure that students are learning what is being
taught. Many instructors, hoping to impart to students everything they know
about a subject, attempt to include far too much material. Indeed, one of the
most difficult steps in planning a course is deciding which topics must be excluded
if the whole is to be manageable. The following suggestions are designed to help
you make decisions about the content of your course, the structure and sequence
of activities and assignments, the identification of learning outcomes, and the
selection of instructional resources.
General Strategies
Let your decisions be guided by what you want your students to accomplish.
Instead of thinking about the topics you want to teach, focus on learning outcomes: What do you want your students to be able to do after they have studied
the material and completed their assignments? What knowledge, skills, attitudes,
and “habits of mind” do you want your students to acquire during the semester?
(Sources: Diamond, 1998; Fry et al., 2003; Ramsden, 2003; Suskie, 2004)
Apply principles that will enhance students ’ learning and intellectual
development. The most important of these principles are discussed in Chapter
29, “Helping Students Learn.” For example, you will want to think about how
to provide your students with opportunities for active learning and for peer
interaction, how to organize and communicate the material, what constitutes a
reasonable workload, and how you and your students will monitor and assess their
progress. (Source: Donnelly and Fitzmaurice, 2005)
Design or revise your course with principles of universal design in mind.
Universal design is based on the premise that barrier-free, inclusive design benefits
3
4
Getting Under Way
everyone—those with and without disabilities—and thereby eliminates or reduces
the need for assistance and accommodation (see Chapter 6, “Students with
Disabilities”). In college classes, instructors can
•
•
•
•
•
use a variety of instructional methods
offer students multiple ways to demonstrate mastery
use technology to increase accessibility
provide options for participation and presentations
invite students to make their needs known
Aim for alignment of course elements. Alignment means that learning outcomes,
instructional activities, and assessments of student learning are consistent and
reinforce each other. Research shows that learning is improved when there is
alignment among what instructors intend to teach, what they actually teach, and
what they test. (Sources: Whetten, 2007; Wulff, 2005)
Preliminary Information Gathering
When preparing to teach a course for the first time, talk with faculty who have
taught it previously. Ask your colleagues for their syllabus, course Web pages,
instructional resources, list of assignments and papers, and old exams. Find out
about the typical problems their students had with the material and any other difficulties the instructors encountered. Student evaluations of earlier offerings will
also help you identify strengths and weaknesses of previous classes. If webcasts or
podcasts of the course are available, view them as well.
When preparing a brand new course, review textbooks on the topic and materials or webcasts from similar courses at other universities. Current textbooks
will give you a sense of the main themes, topics, and issues your course might
address. Reviewing syllabi and webcasts or podcasts will let you see how other
instructors approach the topics. Syllabi for introductory courses are often available from professional associations; some universities post syllabi online (see, for
example, the MIT OpenCourseWare Web site).
Think about how your course fits into your department’s curriculum and
sequences. Look at the syllabi for prerequisite courses and the courses for which
your course serves as a prerequisite. The former will give you a sense of what your
students will already know, and the latter will help you identify the knowledge and
skills that your course is expected to address.
Designing or Revising a Course
5
When revising a course you have taught, assemble all your old materials. You
will want to look at your syllabus, textbooks and readings, handouts, exams, notes
for each class session, and other instructional resources. Review the students’
end-of-semester evaluations to remind yourself of the course’s strengths and
weaknesses. Examine your materials in light of students’ comments, new developments in the field, and your own changing interests.
Consider the characteristics of your students. As you plan your course, think
about your prospective students: What range of knowledge, skills, and attitudes
might they bring to the course? Will they be new to the field, potential majors,
majors, or nonmajors? What courses have they already completed? What preconceptions and misperceptions might they have? Will all or most of your students
be just out of high school, or older and more mature? Will some be part-time
students who have work or family responsibilities? Will they be living on campus
or will they commute?
Identify constraints on the course. As you begin to design the course, ask your-
self, How many hours are available for instruction? How many students will be
enrolled? Will you have lab assistants, graduate student instructors, or readers?
What sorts of technology will be available in the classroom? Will there be opportunities for fieldwork or internships? What barriers or obstacles might detract
from your students’ learning?
Deciding What You Want to Accomplish
Think beyond this semester. Imagine yourself overhearing a group of graduat-
ing seniors who have taken your course and are discussing why it was among
the most valuable courses they had ever taken. What would they be saying
about your course? Or imagine that several of your students will become local
or national power brokers, or that half of them will drop out of school before
graduation. What would you like the legacy of your course to be for these students? What will distinguish students who have taken this course from those
who have not? (Sources: Bergquist and Phillips, 1977; Fink, 2003; Wiggins and
McTighe, 2005)
Use taxonomies to help identify a range of learning outcomes. Bloom’s clas-
sic Taxonomy of Educational Objectives (1956) outlines six levels of cognitive processing:
Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Although Bloom’s taxonomy oversimplifies how learning occurs, and research
6
Getting Under Way
has not supported its hierarchical structure, it provides a useful starting point for
defining learning outcomes that go beyond the memorization of facts. Applying
new research on learning and cognitive development to Bloom’s taxonomy,
Anderson and Krathwohl (2001) offer a matrix that matches four types of knowledge (Factual, Conceptual, Procedural, and Metacognitive) against each of six
cognitive processes (Remember, Understand, Apply, Analyze, Evaluate, and
Create). In this revised taxonomy, learning progresses from the remembering of
factual knowledge to the creation of new knowledge and the ability to reflect on
one’s own learning.
Fink (2003) developed a taxonomy that takes into account types of learning
not readily apparent in the Bloom taxonomy or revised taxonomy: leadership,
interpersonal skills, ethics, tolerance, and the ability to change. He proposes six
nonhierarchical categories (Foundational Knowledge, Application, Integration,
Human Dimension, Caring, Learning How to Learn). Here’s an example of
a learning outcome from the Human Dimension: “You will be able to inform
and educate others about the role of microbiology in personal and public life;
for example, by educating your roommate about proper ways of cooking a
hamburger.”
Erickson, Peters, and Strommer (2006) have developed a framework that
uses everyday language in four categories: Knowing (memory), Understanding
(ability to recognize), Thinking (applying what one has learned), and Learning
How to Learn. Here’s an example of an outcome from Understanding: “You will
be able to identify which of a list of chemical equations conform to the Law of
Conservation of Mass.”
Another framework (Fry et al., 2003) takes into account research on deep and
surface approaches to learning (See Chapter 29, “Helping Students Learn”). The
first three levels are surface approaches: Increase in Knowledge, Memorizing,
and Acquisition of Procedures. The last two are deep approaches: Abstraction
of Meaning and Understanding Reality. Here’s an example of an outcome from
Abstraction of Meaning: “You will be able to provide a causal analysis of the
seminal historical events that have shaped modern British society.” Still another
taxonomy (called SOLO and developed by Biggs, 2003) also has five levels:
Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract.
An example of a learning outcome from Relational is “When shown a graph of
severity of asthma attacks by time of a day, you will be able to advise a patient
how to cope with diurnal variation in symptoms.”
Marzano’s taxonomy (2001) articulates six levels of mental processing:
Retrieval, Comprehension, Analysis, Knowledge Utilization, Metacognition,
and Self - System Thinking. Here ’s an example of a learning outcome from
Designing or Revising a Course
7
Metacognition: “You will be able to monitor the extent to which you are effectively
carrying out the proper experiments needed to isolate a gene.”
Some two dozen frameworks or taxonomies have been developed to define
domains of learning, development, and cognition. For descriptions of some of
these taxonomies, see Anderson and Krathwohl (2001).
Draft a list of learning outcomes. What do you expect your students to know,
do, demonstrate, or produce as a result of taking the course? Writing down these
learning outcomes will help you (1) clarify what you want your students to accomplish; (2) determine what will count as evidence of student achievement; and
(3) select appropriate teaching methods, materials, and assignments. At the start
of the semester, you can refer to these learning outcomes when introducing the
course to your students, and your students can use your list to monitor their progress. (Source: Wiggins and McTighe, 2005)
Identify both content outcomes and content-neutral outcomes. Content out-
comes relate to students’ grasp of the subject matter: “At the end of this course,
you will be able to summarize the key forces affecting the rise of China as an economic power.” Content-neutral outcomes relate to cognitive skills, interpersonal
skills, and other outcomes independent of a student’s mastery of course content:
“At the end of this course, you will have learned to work collaboratively with
peers.” For each outcome, think about what constitutes acceptable performance
and how your students will demonstrate that they have achieved the outcome.
(Source: Fuhrmann and Grasha, 1983)
When writing learning outcomes, use clear language and everyday words.
Express your learning outcomes in the second person (“you”), rather than the
third person (“each student” or “the students”), and in the future tense: “When
shown an electrocardiogram, you will be able to identify the duration, amplitude,
and morphology of the QRS complex.”
Fry, Ketteridge, and Marshall (2003) and Race (2007) offer other useful tips:
• Describe the learning that will result from an activity. Instead of “You will read
one journal article on trade flows,” write “You will be able to apply the analysis
presented in a journal article on trade flows, and predict the effects that higher
commodity prices will have on the U.S. trade deficit.”
• Favor precise terms (critique, define, distinguish among, argue, identify, solve, predict)
over vague ones (understand, know, appreciate, become familiar with).
• Drop trivial items from your list; help students focus on the most important
learning outcomes.
8
Getting Under Way
• Think ahead to assessment. As you draft each learning outcome, ask yourself
how you will measure how well a student has achieved the outcome.
• Recognize that some educational aspirations cannot be evaluated with certainty: aesthetic appreciation or creativity, for example (Toohey, 1999).
Reduce your preliminary list of learning outcomes to a realistic set. Take into
consideration the different abilities, interests, and expectations of your students
and the amount of time available for class instruction. How many outcomes can
your students reasonably achieve during your course? (Source: Lowman, 1995)
Anticipate students’ questions about learning outcomes. Students may want
to know why a particular learning outcome is being addressed or the importance
of an outcome. When your students understand the short-term and long-term
benefits of acquiring a particular skill or competency, they are more likely to try
to achieve it. To reinforce the importance of learning outcomes, mention them
throughout the course. (Source: Race, 2007)
Defining and Limiting Course Content
Review your preliminary list of topics and toss the excess baggage. Designing
a course is somewhat like packing for a long trip. First, list everything that you feel
might be important for students to know, just as you might pull out armloads of
clothes and personal items for a trip. Then severely pare down the topics you have
listed, just as you would limit yourself to whatever will fit in one or two suitcases.
Research shows that including too much detail or too many topics interferes with
students’ efforts to learn the material. (Source: Bransford et al., 2000)
Distinguish between essential and optional material. Divide the course concepts or topics into three groups: basic material that should be mastered by every
student, recommended material that should be mastered by every student who
is seeking a good knowledge of the subject, and optional material that should
be mastered by students with special interests and aptitudes. Course sessions
and exams should focus on the basic topics. Recommended and optional topics, labeled as such for students, can be included in class sessions, supplementary
materials and resources, and readings.
Draw a concept map. To help you determine which topics are most important,
you can create a concept map, a chart that captures the central, major, and minor
Designing or Revising a Course
9
concepts and the relationships among them. To draw a concept map, follow these
steps:
•
•
•
•
•
•
Write down all the ideas that seem important in the course.
Reduce your list by circling the ideas that are most important.
Write each of the circled concepts on a sticky note.
Sort the sticky notes into meaningful clusters or groups.
Name each cluster, and write each name on a sticky note.
Arrange the cluster names (key concepts) in a way that is meaningful to you.
(Sources: Amundsen et al., 2004; Donald, 2002)
Emphasize the core concepts. For example, in engineering, as one professor
points out, there are thousands of formulas, but all of them are variations on a
small set of basic ideas or theories. In a single course, students might encounter
a thousand equations. Rote memorization is futile because no one can remember
that many equations. Instead, the instructor repeatedly emphasizes the fundamentals by showing students how the thousand equations are embedded in a
dozen basic ones.
Focus on the “big idea.” A big idea is a concept, theme, theory, issue, underly-
ing assumption, or critical principle that gives meaning to an array of discrete
facts, topics, inquiries, or issues. In different fields, examples of big ideas are the
challenge of defining justice, the distinction between the letter and the spirit of
the law, adaptation, and the need for communicators to focus on audience and
purpose. (Source: Wiggins and McTighe, 2005)
Stress the classic issues, or the most enduring values or truths. Often the most
interesting issues and themes for undergraduates are those that first attracted you
to the discipline. You might also focus on the most critical skills or ideas, and drop
the rest. Or give special attention to important ideas that are usually hard for
students to understand. (Source: McManus, 2005)
Limit course content to five types of information. When reducing your preliminary list of topics, limit yourself to
1. key points and general themes
2. especially hard-to-understand material
3. important material that is not addressed in the readings or elsewhere
10
Getting Under Way
4. examples and illustrations
5. material of high interest to students
(Source: Wankat and Oreovicz, 1998)
Include multiple perspectives and scholarship. A unit on the impact of World
War II on the American economy, for example, could address the views and
experiences of different ethnic and income groups. See Chapter 5, “Diversity
and Inclusion in the Classroom.”
Select a manageable number of course topics. Experienced instructional
designers recommend four to seven topics or issues for a semester-long introductory class. For example, in an introductory biology class, the principal
topics might be (1) molecules, cells, and tissues, (2) cellular communication
and hormone action, (3) human reproduction, (4) stem cells and human development, (5) the physiology of organ systems, and (6) organ dysfunction and
disease.
Structuring the Course
Devise a logical arrangement for the course content. Material can be arranged
chronologically, by topic or category, from concrete to abstract or vice versa,
from theory to application or vice versa, or by increasing level of skill or complexity. Here are some other organizing principles (Bergquist and Phillips, 1977,
pp. 146–149):
Micro/macro: Begin by describing a large complex phenomenon (macro
perspective) or by offering a detailed analysis of one aspect of the
phenomenon (micro perspective). Establish a broad general base of
knowledge and information (macro), or focus on a specific event or
concern (micro).
Distal/proximal: Begin by presenting an immediate, urgent problem
(proximal perspective) or by describing a phenomenon’s origins,
heritage, or context (distal perspective). Begin by discussing the
relevance of a topic (proximal) or by presenting a historical or
theoretical perspective (distal).
Phenomenon/structure: Emphasize description and analysis of unique and
significant events, people, or ideas (phenomenon) or emphasize description
and analysis of theories, themes, and universal applications (structure).
Designing or Revising a Course
11
Stark (2000) and Toohey (1999) offer additional patterns for ordering
topics:
•
•
•
•
•
how ideas have evolved chronologically
how relationships occur in the real world
how students will use the information in social, personal, or career settings
how major concepts and relationships are organized in the discipline
how students develop competencies (from prerequisite to novice to expert
skill sets)
• how knowledge has been created in the field
Keep in mind that a structure that seems logical and clear to you (an expert)
may not be the best way for a student (a novice) to learn the material (Ramsden,
2003). From a student’s point of view, it may be preferable to begin the course with
a topic that will generate confidence and interest in the material. Students tend to
be more motivated to work hard when they succeed at the beginning of the term
and when they can relate the new material to something they already know.
Create a schedule. List all class meetings, accounting for university holidays,
major religious holidays, breaks, and any college events that may preempt
classes. Write in tentative topics and dates for exams. Keep in mind the rhythm
of the term, and leave open at least part of the class before each exam to allow
for catch-up or review. Allow extra time for complex or difficult topics. Schedule
time during the middle of the semester for quick student evaluations of the
course (see Chapter 52, “Early Feedback to Improve Teaching and Learning”).
Also give special consideration to the first days of class (see Chapter 3, “The
First Days of Class”), the meetings right before exams, and the last week of
class (see Chapter 59, “The Last Days of Class”). You will want to include this
schedule in your course syllabus (see Chapter 2, “The Comprehensive Course
Syllabus”).
Select instructional methods for each class meeting. Instead of asking, “What
will I do at each session?” focus on what you want your students to be doing,
thinking, or feeling. Look at your learning outcomes and identify suitable classroom activities. (Activities discussed in different sections of this book include
lectures, small-group discussions, independent work, simulations, debates, case
studies, role-playing, and demonstrations.) For each topic, decide how you will
introduce the material, present new concepts, have students apply what they have
learned, and assess whether students can put into practice what they have learned.
(Source: Bligh, 2000)
12
Getting Under Way
Design in-class and homework assignments. See Chapter 35, “Designing
Effective Writing Assignments ” ; Chapter 37 , “ Homework: Problem Sets ” ;
Chapter 21, “Learning in Groups”; and other chapters.
Selecting Textbooks, Readings, and Course Materials
Choose textbooks and reading assignments that reflect your learning
outcomes. McKeachie and Svinicki (2006) recommend that instructors select
textbooks that generally match their own approach to the material. Students can
be annoyed or confused if you repeatedly disagree with the text, and some will
wonder why they were required to buy and read such an unsatisfactory book. To
expose students to a range of perspectives, you can assign articles and shorter
texts that espouse different points of view. And to help students understand that
the textbook is not a final authority on a topic, you can pose occasional counterarguments and other interpretations. (Source: National Research Council, 1997)
Avoid requiring students to purchase a textbook you have authored.
Although it may arguably be the best resource available, the fact that an instructor stands to benefit financially can be alienating to students, especially if the
textbook is expensive, and can be seen as a real or perceived conflict of interest.
If you decide to require students to purchase your textbook, consider making a
contribution of the royalties to your financial aid office or other campus program
or service.
Consider a range of criteria in selecting textbooks. If several textbooks are
appropriate to your course, use the following criteria to select among them
(adapted from Dake, 2007; Forsyth, 2003; Lowman, 1995; National Research
Council, 1997; Robinson, 1994):
•
•
•
•
•
•
•
content: accuracy, currency, coherence, and clarity
scope and sequence of topics (organization of material)
level of difficulty and interest for students (challenging but not too difficult)
conceptual orientation and approach to the subject matter
availability of alternative media formats for students with disabilities
quality of writing
pedagogical design (clear headings and subheadings, chapter previews and
summaries, review questions, glossaries, and so on)
• cost (paperback instead of hardback; a less expensive book if it is of comparable quality)
Designing or Revising a Course
13
• environmental impacts (use of processed chlorine-free paper; publisher’s
participation in green press initiatives)
• reviews by faculty who have used the textbook (published book reviews and
posts on Web sites or listservs of professional associations; ratings on bookseller
Web sites and the Faculty Center (www.facultycenter.net), which has information about textbooks; comments from colleagues)
• opinions of a sample of students after they take a look at the books you are
considering
More detailed lists of criteria are offered by Altman, Ericksen, and PenaShaff (2006); Landrum and Hormel (2002): and Payne (2003).
Assign a mix of texts and articles, including some current items. Advanced
courses typically include journal articles, essays, and research reports. But students
in introductory courses should have an opportunity to read at least a few recent
pieces.
Be mindful of the high cost of textbooks. Textbook prices increased by 6 percent
a year between 1987 and 2005 (Government Accountability Office, 2005). Some
campuses have started book-swapping programs and textbook rentals; others have
asked faculty to think twice before switching textbooks or assigning a new edition.
You can help your students in several ways (adapted from Boyd, n.d.; listserv
discussions from PsychTeacher and POD):
• Place your textbook orders early. Early orders allow your local bookstores to
buy back used books from students at higher prices and keep those books for
the next semester (rather than shipping the used copies to a consolidator).
• Be cost-conscious when you prepare your required reading list.
• Retain textbooks for longer periods (not immediately switching to a new edition), and use the same text for multiple courses, if possible.
• Make reading lists available, with the ISBN for books, well before the term
begins so that students can do some comparison shopping.
• Adopt lower-priced alternatives: no-frill textbooks, free online textbooks (such
as Wikibooks or through Creative Commons), and resources such as the Million
Books Project ( led by Carnegie Mellon) and the Global Text Project (electronic
texts for students in the developing world).
• Avoid “bundled” books (with extras like CDs or workbooks) and custom
textbooks.
• Give students advice about online shopping for textbooks. Let them know
about comparison book sites to find the cheapest version of a textbook
14
Getting Under Way
(searching by “used textbooks”). Remind them of the cautions in purchasing
books online (such as wrong editions, delays in receiving books, difficulties in
making returns).
• Let students purchase an earlier and less expensive edition of the textbook or
a similar cheaper textbook of their choice (but make students aware that they
will be responsible for matching their chosen text with the required reading
assignments).
• Indicate in your syllabus whether you will be using the text again the next time
you teach the course so that students will know they can get a higher price on
reselling their book.
• Donate textbooks to your campus library.
Compare the costs and benefits of electronic and paper textbooks. Electronic
textbooks (e-books), sold on compact disc, are cheaper, lighter, and more environmentally friendly than paper textbooks. Because the text is online, students can conduct
keyword searches, adjust the display format, and use text-to-speech software. E-books
can be read on special e-book readers, computer screens, mobile phones, or PDAs.
Many e-books also include simulations, audio and video clips, links, and chat tools.
One disadvantage is that students cannot sell back their e-books at the end of the
term. Another is that some publishers restrict use through expiration dates, limits
on the number of page views, and security features that limit use to only one computer.
Research shows no difference in course grades between students who use textbooks
and those who use e-books, but students complain that e-books can be inconvenient and
hard to read for long stretches. (Sources: Nelson, 2008; Shepperd et al., 2008)
Consider coursepacks. Coursepacks are photocopies of copyrighted journal
articles, book chapters, and other materials. Coursepacks can be the sole reading
material for a class or can supplement the textbook. For advanced classes, some
faculty create coursepacks in order to include new research, partial outlines of
course lectures, or diagrams that students complete during class. Because coursepacks have little resale value, some instructors do what they can to contain the
cost of their coursepack.
If you are preparing a coursepack, here are some tips:
• Carefully select and limit the number of items.
• Include a table of contents or an overview that provides a context for the readings; without guidance students may see only a jumble of articles.
• If appropriate, include a glossary of technical terms and concepts.
• Secure all copyright permissions before duplicating the coursepack.
Designing or Revising a Course
15
A note on using copyrighted material: Under “fair use” provisions, educators can use copyrighted materials for instructional purposes, but the conventions
for acceptable fair use are complicated. For help in making judgments about fair
use, consult your campus librarians and your library’s Web site. The Web site of
the University of Minnesota Library offers a Fair Use Analysis Tool as well as
scenarios of what is and is not fair use for reproducing digital photographs of
works of art, audiovisual works for class presentations, electronic reserves, course
packs, copies of your own articles, copies of student papers, downloads from the
Web, and several other kinds of reuse. The American Library Association Web
site (www.ala.org) also has helpful information about copyright issues including a
slide rule for copyright advice.
Plan how to handle errors in the textbook. Despite the author’s and publisher’s
best intentions, errors will creep into textbooks, study guides, and workbooks.
Researchers report that errors can have a large negative impact on student learning. Keep a list of the errors that you identify, and encourage students to spot
them as well. Send the list to the publisher’s representative or author. In some
cases, the publisher may make corrections and send an online version of, say, the study
guide. If immediate corrections from the publisher are not possible, make the correction yourself and place it on the course Web site. If students find errors and
the publisher responds, be sure to share the letter with students. (Source: National
Research Council, 1997)
Prepare a set of tips for students on how to use the textbook and readings.
First-year students and students in introductory courses may benefit from the
following advice:
• Study the assigned reading before class.
• Take notes on key points and jot down any questions that come to mind.
• When reading an assignment, stop every half hour or so to summarize what
you have read.
• Bring your questions about the readings to class.
• When you are not sure you have understood the assigned text, look at the
supplemental texts to see how they present similar topics.
• For homework problems: study and review the worked-out examples before
you tackle the assignment.
• Review the readings regularly throughout the term rather than cramming
before the test.
(Source: Boyd, n.d.; National Research Council, 1997)
16
Getting Under Way
Be aware of your students’ workload. Most colleges expect students to spend
two to three hours on outside work for each hour in class. For full-time students
taking fifteen hours a week of classes, that would mean devoting thirty to fortyfive hours a week to studying, reading assignments, problem sets, projects, and
papers. But in one survey (National Survey of Student Engagement, 2007), fulltime students reported spending only about thirteen to fourteen hours a week
preparing for their classes; many hold part-time jobs and have family or other
responsibilities. You might want to discuss this topic with your students and share
with them research (Stinebrickner and Stinebrickner, 2007) that shows studying
an extra hour a day is estimated to have the same effect on grades as a five-point
increase in ACT score. As Laurillard (2002) notes, students need realistic estimates
of how much time is appropriate for them to spend on assignments, readings, and
study groups.
Learning Management Systems and Collaborative and
Learning Environments
Find out which system your campus is using. Most colleges and universi-
ties use either a commercial software, a homegrown application, or an open
source solution for their learning and course management system. Examples
of commercial software include Blackboard Learning System (which purchased WebCT in 2006), eCollege Course Management System (purchased by
Pearson in 2007), Desire2Learn Learning Environment, and Angel. Examples
of open source solutions (which allow users to share tools and are called
“ collaborative and learning environments ” ) include Sakai (a collaboration
begun by University of Michigan, MIT, Stanford, and Indiana University),
and Moodle (distributed under one of the Open Source Initiative approved
licenses).
Become familiar with features of your campus’s system. The following kinds of
tools may be available as part of your system (adapted from www.edutools.com):
• communication (discussion forums, file exchanges where students can submit
papers and assignments online, e-mail, class lists, real time chat)
• productivity (calendars, announcements)
• student involvement (sites for collaboration and group work, community networking, student home pages)
• administration (authentication, authorization, integration with campus registration and enrollment systems)
Designing or Revising a Course
17
• course delivery (tests and quizzes; online marking tools, online grade books,
student tracking)
• content development (accessibility, document uploads such as class notes,
PowerPoint presentations, course readings)
Let students know how you will be using the system. Will the system be the pri-
mary vehicle for course announcements? Should students sign up for RSS feeds?
Are students required or encouraged to participate in online discussion forums?
When will PowerPoint notes be posted?
Setting Course Policies
Extra-credit assignments. If you are offering extra-credit assignments, announce
them in class so that all students will be aware of the option. Some faculty allow
only students who are doing satisfactory work (C or higher) on the regular assignments to undertake extra-credit tasks. Here are some examples of extra-credit
options:
• Offer a set number of extra-credit points for a specified activity (such as
attendance at a professional conference or submission of a book review in
the topic area).
• Offer extra credit for completing problems in the textbook that were not
assigned as homework.
• Offer extra credit for keeping a reading journal that documents each courserelated article, book, or monograph read in addition to the assigned readings.
Each journal entry should include the title, author, date, and source as well as
the student’s comments on the piece. (Faculty typically spot-check the journals
weekly and read them at the end of the term.)
Attendance. Let students know in the syllabus and on the first day of class that
you expect them to come to class regularly. Do your best to make class time
worthwhile—a time when real work takes place. Students are also more likely to
attend if they know that exams will include items that have been discussed in class
(and not mentioned in the readings). Some faculty use attendance as a factor in
grading, but many do not. If you want to reward good attendance, let students
know how you will determine whether they come to class. Rather than penalize
absences (by subtracting points), reward perfect or near-perfect attendance (by
giving bonus points); the numerical result will be the same, but students feel better
18
Getting Under Way
about the latter. Set a good example by arriving early to class, starting and ending
on time, and staying late to answer questions.
Makeup exams. For advice on offering makeup tests see Chapter 40, “Allaying
Students’ Anxieties about Tests.”
Late work. Some faculty refuse to accept late work and give students an F on
the assignment. Other faculty impose various kinds of markdown penalties. See
Chapter 43, “Grading Practices.”
Grading. See Chapter 43, “Grading Practices.”
Classroom Behavior. See Chapter 4, “Classroom Conduct and Decorum.”
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Suskie, L. A. Assessing Student Learning: A Common Sense Guide. Bolton, MA: Anker, 2004.
Toohey, S. Designing Courses for Higher Education. Philadelphia: Society for Research into Higher
Education and Open University Press, 1999.
Wankat, P., and Oreovicz, F. “Content Tyranny.” ASEE PRISM, 1998, 8(2), 15.
Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About
Learning-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31(3),
339–357.
Wiggins, G., and McTighe, J. Understanding by Design. (expanded 2nd ed.) Alexandria, VA:
Association for Supervision and Curriculum Development, 2005.
Wulff, D. H. (Ed.). Aligning for Learning: Strategies for Teaching Effectiveness. San Francisco:
Jossey-Bass/Anker, 2005.
2
The Comprehensive Course
Syllabus
A course syllabus, placed on the Web or handed out on the first day of class, gives
students an immediate sense of what the course will be about, what they will
learn, and how their academic progress will be evaluated.
All courses can benefit from a syllabus. The act of preparing a syllabus helps
you organize your course and set the schedule. You can also describe to students
what they will need to know and do to succeed in your class.
General Strategies
Understand the multiple roles a comprehensive syllabus plays. Experts have
identified various purposes a syllabus can serve: an implicit teaching-learning
contract, outlining the reciprocal roles and responsibilities of students and the
instructor; a diagnostic tool, helping students assess their readiness for a course
by identifying prerequisites and required levels of academic preparation and
describing workload and course challenges; an unambiguous source of policies
and procedures for course operations; a learning tool, piquing students’ interest and providing them with the information, resources, and links they will need
to succeed in the course; and a set of promises—what the instructor promises students will learn and the activities students will undertake to fulfill those promises.
(Sources: Bain, 2004; Collins, 1997; Eberly et al., 2001; Grunert O’Brien et al.,
2008; Lang, 2008; Parkes and Harris, 2002)
Look over the syllabi of other faculty members. If your department does not
have a standard format, ask to see your colleagues’ syllabi. Other sources of samples include George Mason University’s Syllabus Finder, and the University of
Texas’s World Lecture Hall. Brown University and the University of Minnesota
offer online syllabus construction workshops and Honolulu Community College
has made syllabus templates available online. In addition, professional associations in your field may have compiled syllabi for introductory and advanced
courses.
21
22
Getting Under Way
Anticipate the general questions that will be in the minds of students. What
will your students want to know about your course? The three most common concerns of students on the first day of class are likely to be, Will I be able to do the
work? Will I like the professor? Will I get along with my classmates? Students may
also be asking themselves, Why should I take this course? How does this course
fit into the larger curriculum or the general education program? Where does it
lead intellectually and practically? (Source: Rubin, 1985)
Keep the syllabus flexible. Some classes move more slowly than others. You
might anticipate such variations by indicating the topics week by week rather
than session by session. Or you might plan to issue a revised schedule midway
through the term to account for students’ heightened interest in certain topics. Let
students know that the course schedule may change, but that the dates for exams
and deadlines for assignments are fixed.
Post the syllabus online as early as possible. Students with disabilities may
require extra time to convert the readings into alternative media formats.
Creating a Syllabus
Include more rather than less material. Your syllabus need not include all the
components mentioned here, but experienced faculty agree that a comprehensive
syllabus can be a valuable learning tool for students and can lessen their initial
anxieties about the course. Be careful, however, not to include so many details
about rules, contingencies, and dos and don’ts that the syllabus loses its intellectual focus. (Sources: Collins, 1997; Garavalia et al., 1999; Grunert O’Brien
et al., 2008)
Use a simple layout for the hard-copy syllabus handout. Use headings, text
boxes, bulleted lists, and graphics to highlight important information. Some faculty have found that distributing a one-page graphic syllabus to accompany a
comprehensive syllabus helps students understand the flow of the course and
the logical and chronological relationships among the topics. Other faculty have
replaced their text syllabus with an entirely graphic representation of the course.
(Source: Nilson, 2007)
Provide basic information. Include the name of the university, current year
and term, the course title and number, the number of units, and the meeting
time and location. Indicate any course meetings that are not scheduled for the
The Comprehensive Course Syllabus
23
assigned room. List your name (and what you prefer to be called), office address
(include a map if your office is hard to locate), office phone number, department
phone number, mobile phone (if you wish, and indicate whether you take voice
or text messages), e-mail address, fax number, and office hours. For your office
hours, indicate whether students need to make appointments in advance or may
just stop in. Let students know your preferred mode of communication: e-mail,
telephone, text message, or through the learning management system or a social
networking site. Indicate the link for your Web page and the course Web page.
List the days, hours, and access addresses for online chat, if your course has this
component, and the mail-list for the class if you have established one. Include
the names, offices, e-mails, phone numbers, and Web addresses of any teaching
or laboratory assistants.
Describe the prerequisites to the course. Help students realistically assess their
readiness for your course by listing the knowledge, skills, or experience you expect
them to have already or the courses they should have completed. Give students
suggestions on how they might refresh their skills if they feel uncertain about their
readiness. Show how skills and knowledge from past courses will be used in your
course. It is also helpful to clarify the target audience for the course: is the course
required for the major in your field? required for the major in other departments?
a general elective?
Indicate any instructional technology requisites. Do students need to bring a
laptop to class? Do students need to know particular software? If so, let students
know where they might go for training.
Give an overview of the course’s purpose. Provide an introduction to the subject
matter and show how the course fits in the college or department curriculum.
Explain what the course is about and why students would want to learn the material. How does the course relate to other courses students have taken? One faculty
member writes an essay about the purpose of the course and includes it in the
syllabus. He makes an effort to refer to the essay periodically during the term.
Another faculty member begins with a story that leads into what students will
learn and the challenges and benefits they will encounter. (Sources: Bain, 2004;
Shea, 1990)
State the general learning goals, objectives, or outcomes. This clarifies for students what they will learn and be evaluated against. List three to five major objectives that you expect all students to strive for: What will students know or be
able to do better after completing this course? What skills or competencies do
24
Getting Under Way
you want to develop in your students? In formulating objectives, use active verbs
(“interpret” “explain”) and consider skills, knowledge, values, and attitudes. An
example of a student learning objective is “Upon completion of this course, you
will be able to explain methods of sampling and determination of sample size.”
Some faculty members ask students to develop their own learning goals: what
they want to know or be able to do after completing the course. (Sources: Collins,
1997; Lang, 2008; Matejka and Kurke, 1994; Smith, 1993; Smith and Razzouk,
1993; Woolcock, 1997)
Clarify the conceptual structure used to organize the course. Students need to
understand why you have arranged topics in a given order and the logic of the
themes or concepts you have selected.
Describe the format or activities of the course. Let students know the components
of the course (for example, discussion sections, fieldwork activities, labs) and how
they will be spending class time (listening to lectures? participating in small group
work? giving oral presentations? collaborating online?). Select instructional activities inside and outside of class that reinforce the learning you want to encourage.
Specify the textbook, readings, and coursepack information. A coursepack
(also called a reader or course reader) contains instructor-compiled published articles,
book chapters, and unpublished documents. Using a coursepack requires obtaining copyright permission for published material. For textbooks, give author, title,
edition, ISBN, and availability of electronic or alternative formats for students
with disabilities, if known. If appropriate, show the relationship between the readings and the course objectives, especially if you assign chapters in a textbook out
of sequence (Rubin, 1985). Let students know whether they are required to do
the reading before each class meeting.
Identify additional materials or equipment needed for the course. For example,
do students need lab or safety equipment, art supplies, particular software, drafting materials? Be specific about safety issues: why they are in place and needed.
(Source: Collins, 1997)
List assignments, term papers, and exams. State the nature and format of the
assignments, the expected length of essays, and their deadlines. Indicate how
the assignments are related to the goals of the course. Give the examination dates
and briefly indicate the nature of the tests (multiple-choice, essay, short-answer,
take-home tests). In setting up the syllabus, try to keep the work load evenly balanced throughout the term.
The Comprehensive Course Syllabus
25
State how students will be evaluated and how grades will be assigned.
Students’ behaviors are strongly influenced by the ways in which their learning
will be evaluated. Describe the grading procedures, including the components
of the final grade and the weights assigned to each component (for example,
homework, term papers, midterms, and final exams) and how final grades in the
course will be calculated. Students appreciate knowing the weighting because it
helps them budget their time. Will you grade on a curve or use an absolute scale?
Will you accept extra-credit work to improve grades? See Chapter 43, “Grading
Practices.” Bain (2004) encourages faculty to share with students how they jointly
can better understand students’ intellectual progress during the term.
List other course requirements. For example, are students required to attend an
office hour, post comments to the discussion board, or form a study group in a
social networking site?
Discuss course policies. State your policies regarding class attendance; tardiness;
class participation; turning in late work; missing homework, tests or exams; makeups; extra credit; requesting extensions; reporting illnesses; and standards of academic honesty. Try to phrase policies positively in a friendly tone so that you don’t
come across as a tyrant or as someone who expects the worst in students. At least
one instructor (Warma, 1998), though, devotes several paragraphs in the syllabus
to such personally annoying student behaviors as coming late to class, leaving early,
and carrying on private conversations while the instructor is lecturing. If you list
acceptable and unacceptable classroom behavior, give reasons (“Please refrain from
eating during class because it is disturbing to me and other students. If you need
to bring food into class for health or medical reasons, please see me privately.”).
Giving reasons for policies may be more likely to gain students’ cooperation. Some
instructors (DiClementi and Handelsman, 2005) have had success in letting the
class as a whole generate rules and strategies for managing rules violations around
such issues as eating in class, sleeping in class, using cell phones, and the like.
Invite students with special needs to contact you. Let students know that if
they need an accommodation for any type of physical or learning disability, medical needs, or other reasons, they should set up a time right away to meet with the
student disability services office and then meet with you privately to discuss what
modifications are necessary to ensure their full participation in the course.
Ask students who have conflicts with the dates of the exams to contact you
early in the term. Some students may miss exams because of foreseeable conflicts,
such as medical/graduate school interviews, athletic competition, and religious
26
Getting Under Way
observance. Ask students to set up a time to meet with you during the first weeks
of the course to discuss options.
Provide a course calendar or schedule. The schedule states the sequence of
course topics, preparations or readings, and the assignments due. If appropriate,
pique students’ interest by posing provocative questions or using compelling titles
for class sessions. For the readings, give page numbers in addition to chapter numbers—this will help students budget their time. Consider giving students pointers
on the reading, as necessary (“This is a particularly challenging article. You may
find it useful to review Chapter Five in the text beforehand.”).
Take holidays and campus events into account. Try to schedule exams and
due dates for assignments so that they do not conflict with major religious holidays and significant campus events. Lists of religious holidays are available at
www.interfaithcalendar.org. Ask students to inform you immediately of any
scheduling conflicts you may have overlooked. Also be mindful of the topics you
schedule immediately after midterms or deadlines for projects, when students’
energy levels may not be as high.
Schedule time for gathering feedback from your students. Set a time midway
through the term when you can solicit from students their reactions to the course so
far. See Chapter 52, “Early Feedback to Improve Teaching and Learning,” for ways
to get feedback from students. You might also include an example or two of how
student feedback has improved the course. (Source: Chen and Hoshower, 2003)
List important drop dates. Include on the course calendar the last day students
can withdraw from the course without penalty.
Estimate student work load. Give students a sense of how much preparation
and work the course will involve. How much time should they anticipate spending
on reading assignments, problem sets, lab reports, or research? See Chapter 1,
“Designing or Revising a Course.”
Include supplementary material as appropriate. For example, consider providing one or more of the following:
•
•
•
•
tips on how to study, take notes, and prepare for exams
glossary of technical terms
lecture notes or study guides
bibliography of supplemental readings at a higher or lower level of difficulty
in case students find the required text too simple or too challenging
The Comprehensive Course Syllabus
27
•
•
•
•
•
copies of past exams, model papers, or projects
areas of difficulty experienced by students in past classes
characteristics and behaviors of students who have done well in the past classes
information on the availability of webcasts or podcasts of lectures
a list of campus resources for tutoring, academic support, and time management (including contact information, physical location, hours of operation)
• calendar of campus lectures, plays, events, exhibits, or other activities of relevance to your course
Include a statement of copyright. Check with legal counsel on your campus
about adding language that gives you copyright and ownership of the content
and component elements of the course, including the syllabus.
Include a statement on civility and academic freedom. Let students know that
you expect them to listen to and respect points of view other than their own. Course
content that may be controversial could benefit from a brief note that students’ perspectives may be challenged and that they may encounter attitudes, opinions, and
information counter to what they believe or think. (Source: Parkes and Harris, 2002)
Describe procedures for emergencies. Indicate what to do if there is an earth-
quake, fire, bomb threat, or other emergency during class. Identify the location
and phone number of campus security. Clarify notification procedures for inclement weather conditions which may force the cancellation of classes.
For the hard-copy syllabus, provide space for names and contact information
of two or three classmates. Encourage students to identify people in class they
can call if they miss a session or want to study together.
Provide a disclaimer. Let students know what aspects of the schedule may be
subject to change (for example, guest speakers, some topics). Dates of exams and
deadlines for assignments should not change. If the schedule does change, inform
students as early as possible both in writing and orally in class.
End the syllabus in a positive, upbeat fashion. For example, describe that
the class will be a joint intellectual discovery. Or end with a meaningful quote,
relevant graphic or cartoon, a final thought, or words of encouragement. (Source:
Matejka and Kurke, 1994)
Review your syllabus against the checklist in Exhibit 2.1 to decide what you
want to include. The checklist summarizes the key components of a compre-
hensive syllabus.
•
•
•
•
• Prerequisites:
– prior courses
– knowledge/skills needed to succeed in
this course
– permission of instructor needed?
• Technology requirements:
– laptops for class work
– software
– clickers
– learning management system
• Overview of course:
– what is the course about: its purpose,
rationale?
– what are the general topics or focus?
– how does it fit with other courses in the
department or on campus?
– who is the course aimed at?
– why would students want to take this
course and learn this material?
• Student learning objectives:
– what will students be expected to know
or do after this course?
– what competencies/skills/knowledge will
students be expected to demonstrate at
the end of the course?
• Methods of instruction:
– lectures
– discussion
– group work
– field work
– other methods
• Workload:
– estimated amount of time to spend on
course readings
– estimate amount of time to spend on
course assignments and projects
•
•
•
•
•
Name of university, semester, year
Course title, number, unit value
Course meeting times and location
Instructor, GSI names
How to contact instructor/GSIs:
– in-person office hours: times and location
(with map if needed); drop-in or
by appointment?
– online office hours: times and how to access
(URL)
– e-mail addresses
– phone numbers: private office and
department lines; mobile, if you wish, for text
messages
– preferred mode of communication
(e-mail, phone, text messages, in person,
instant messages, through learning management system, through social networking site,
etc.)
– fax number
– optional: times other than office hours when
instructor can be reached
Instructor Web page URL
Course Web page URL
Online chat days, hours, and access address,
if available
Group mail-list address, if available
Course Description
Basic Information
• Primary or required books/
readings for the course:
– author, title, edition ISBN
– costs, where available
– availability of electronic or alternative formats, for students with
disabilities
• Supplemental or optional
books/readings
• Web sites and links
• Other materials:
– lab equipment
– art supplies
– software
– other types of material
Materials
Exhibit 2.1. Checklist: Components of a Comprehensive Course Syllabus
Policies
• Grading procedures:
– describe how students will be graded: on
a curve or absolute
scale?
– clarify weighting of course components
– explain policies regarding incompletes,
pass/not pass
– describe grade appeals
• Attendance and tardiness
• Class participation
• Classroom decorum
• Interrupted exams (e.g., fire alarms)
• Missed exams/makeup exams
• Missed assignments
• Late assignments/extensions
• Reporting illness and family emergencies
• Extra credit opportunities
• Permissible and impermissible
collaboration
• Standards for academic honesty
and penalties for infractions
Requirements
• Exams and quizzes:
– how many
– what kind (e.g., open/closed book;
essay/multiple choice)
– type of knowledge and abilities tested
– place, date, and time of final exam
• Assignments/problem sets/projects/reports/
research papers:
– general information on type,
length, and when due (detailed
information can be distributed during
the term)
– relationship between the
learning objectives and assignments
– criteria for assessing student work
– format for submitting work (online or in
hard copy)
– for research papers and projects:
• steps in conducting research
• shorter assignments that build to the research
paper (e.g., annotated bibliography of primary sources, thesis statement, fact sheet,
etc.)
• skills and knowledge students needed to complete the research assignments
• connection between research assignments
and course goals and student learning
objectives
• Other requirements:
– attend an office hour?
– post comments to the discussion board?
• Tentative calendar of topics and
readings:
– by week rather than by session
– or leave some sessions empty for
flexibility
• Firm dates for exams and written
assignments
• Dates of special events:
– field trips
– performances
– exhibits
– other special events
• Last day to switch to pass/not pass
• Last day to withdraw from the
course
Schedule
Statement on Accommodation
• A request that students see
• Tips for success
the instructor to discuss
– how students might approach the
accommodations for:
material
– physical disabilities
– how students can manage their time
– medical disabilities
– tips for studying, taking notes,
– learning disabilities
preparing for exams
• A statement on reasonable
– common student mistakes or
accommodation for students’
misconceptions
religious beliefs, observations, and
• Copies of past exams or model student
practices; for students’ foreseeable
papers
conflicts because of athletic com• Glossaries of technical terms
petition, medical/graduate school
• Links to appropriate support material on
interviews
the Web (e.g., style manuals, past student
projects, Web-based resources, etc.)
• Academic support services on
campus
• Information on the availability of podcasts
or webcasts
• Space for students to identify two or
three classmates’ names and their
contact information
– in case they miss class
– to form a study group
Resources
• Student feedback strategies
during the semester (other than
quizzes and tests)
• End-of-course evaluation
procedures
Evaluation of the Course
and Assessment of Student
Learning
• Students’ and instructor’s rights to academic freedom (e.g., respect the rights of
others to express their points of view)
• Students’ and instructor’s adherence to
campus principles of community (e.g.,
civility in personal interactions)
• Statement on copyright protection
for the contents of the course, as
appropriate
Rights and Responsibilities
Disclaimer
• Syllabus/schedule subject to
• What to do in case of an earthchange
quake, fire, hazardous spill, accident
or injury, bomb threat, or other
emergency
• Notification procedures for inclement weather
• Evacuation procedures
• Lab safety precautions
Safety and Emergency
Preparedness
32
Getting Under Way
Creating Your Syllabus Online
Check with your department for guidelines for online syllabi. Some campuses
have preferred learning management systems or collaborative and learning environments for uploading syllabi. Other campuses let faculty design their own
course Web sites however they wish. Some departments no longer cover the costs
of reproducing hard copy syllabi. Check with your department to see what policies are in place and what resources are provided.
Add links to campus resources. Supply links to campus policies (for example, aca-
demic honesty, academic freedom), the bookstore, academic support services, library
resources, disabled students services, and relevant campus events. Some campuses
have standard templates that include links to academic departments, libraries, and
course catalogs. (Sources: Palmiter and Renjilian, 2003; Rankin, 2000)
Add links to off-campus resources. Link to sites that are relevant to your course
such as disciplinary databases, topical bibliographies (available through libraries),
or style manuals from your professional association.
Provide an e-mail link for students to contact you. Include your e-mail address
and a link that students can click on to send you an e-mail. Remind students that
it may take you 24–48 hours to respond. (Sources: Palmiter and Renjilian, 2003;
Rankin, 2000)
Supply a class roster. If the class agrees, is small enough, and this does not vio-
late campus policy, include a list of all the students in the course and their contact
information. If the class agrees, include photos of students.
Create an announcement section. Whenever you announce in class any change
in the schedule or a new event, post that information online as well.
Clarify online requirements. Describe your expectations: Will students be submitting work online? Are students required to participate in a discussion forum?
Will they have assignments using wiki?
Post an FAQ (frequently asked questions). Provide answers to commonly asked
questions about course procedures and policies or the course material.
Add a link to “netiquette” rules. If your course Web site or learning manage-
ment system has active discussion boards, posts on walls in social networking sites,
The Comprehensive Course Syllabus
33
or class mail-lists, remind students of basic online etiquette. Stewart (2000) offers
the following advice for e-mail:
•
•
•
•
•
•
•
Use meaningful subject lines.
Don’t use ALL CAPS.
Quote selected parts of a previous e-mail.
Don’t forward e-hoaxes or chain letters.
Avoid attachments.
Forward messages only with the sender’s permission.
Recognize that your message might be forwarded without your permission.
Stewart (2000) also offers tips for chat rooms and discussion boards:
•
•
•
•
Avoid personal attacks and name calling.
Don’t repeat the same message over and over.
Don’t flirt in a chat room.
Be welcoming and courteous to newcomers.
Regularly update the syllabus and list the date it was last revised. One advan-
tage of posting material online is the ease with which you can revise it to reflect
changes in scheduling or emphasis. Date the pages so that students will know the
information is current. (Sources: Rankin, 2000; Richards, 2003)
Password-protect the site. If the site includes student information or other
information that should not be widely distributed, limit access to those who are
enrolled in the course.
Keep permanent file copies. If you create an online syllabus, be sure to keep
backup files and a complete hard-copy printout. The hard copy will be useful
the next time you offer the course, and you may need it for accreditation reviews,
curricular analysis, or your merit and promotion decisions.
If you are designing your own online syllabus, give special attention to
the layout. Professional Web designers recommend keeping it simple, using
color, breaking up text with a limited number of graphics, and paying attention to navigational aids. They recommend using frames (no more than
three), with only one window scrollable. They also suggest avoiding underlining for emphasis or in citations because underlining on the Web indicates
a link. Instead, designers recommend using color, bold, italics, or different
fonts for emphasis. Keep in mind that students may be printing from the
34
Getting Under Way
Web site, so the hard copy should be as easy to read as the Web site. (Source:
Richards, 2003)
Motivating Students to Read and Use the Syllabus
Highlight information of most interest to students. Not surprisingly, students do
not attend equally to all information in a syllabus. When queried, students indicate
that they pay most attention to information about exams and assignments (the
dates, formats, and length), the reading list, and the course schedule and activities. Further, differences exist among new and continuing students, with new
first-semester students more interested in prerequisites and available support services. (Sources: Becker and Calhoon, 1999; Garavalia et al., 1999; Smith and
Razzouk, 1993)
Place the syllabus in the coursepack or reader. Besides distributing an online or
print version, consider placing a hard copy of the syllabus in the coursepack so that
students won’t lose it and can refer to it easily during the term.
Ask students to tape the calendar portion of the syllabus to their textbook. One
faculty member takes the schedule of readings and dates for exams and assignments to class with a roll of tape. He passes out both and asks students to tape the
abbreviated syllabus to the inside of the textbook. (Source: Smith, 1993)
Consider giving students a short quiz or assignment on the syllabus. Some
faculty test students on the information in the syllabus, giving extra credit to
students who score above a certain threshold or weighting the quiz the same as
problem sets. One faculty member asks students to write a paragraph about their
expectations for the course, given what they know about themselves as learners.
He also asks students to identify those aspects of the course they are looking
forward to and those aspects they have concerns about. This assignment is the
basis of small-group discussion in the next class session. (Sources: Hammons and
Shock, 1994; Raymark and Connor-Greene, 2002)
Go over important information orally in class. Highlight for students the most
critical information in the syllabus. Let them know how to use the syllabus effectively. Revisit the syllabus throughout the term, in print or online, as information
becomes more relevant. For example, before assignments are due, restate the
penalties for late work. (Source: Grunert O’Brien et al., 2008)
The Comprehensive Course Syllabus
35
Experiment with a student-written syllabus. One faculty member used the first
sessions of class to work with students in an English composition class to design
their own syllabus. The syllabus included mutually agreed-on outcomes students wanted to achieve, policies on grading and attendance, and in-class and
out-of-class activities. Another faculty member tossed his syllabus, began class
with only a tentative set of readings for the first few weeks, and evolved the
syllabus in partnership with students over the course of the term. Check with
your department to see if any university policies prevent this. (Source: Dahlin,
1994; Singham, 2005)
References
Bain, K. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004.
Becker, A. H., and Calhoon, S. K. “What Introductory Psychology Students Attend to on a
Course Syllabus.”Teaching of Psychology, 1999, 26(1), 6–11.
Chen, Y., and Hoshower, L. B. “Student Evaluation of Teaching Effectiveness: An Assessment
of Student Perception and Motivation.”Assessment and Evaluation in Higher Education, 2003,
28(1), 71–88.
Collins, T. For Openers . . . An Inclusive Course Syllabus. In W. E. Campbell and K. A. Smith
(Eds.), New Paradigms for College Teaching. Edina, MN: Interaction Book Company, 1997.
Dahlin, A. “A Student-Written Syllabus for Second-Semester English Composition.”Teaching
English in the Two-Year College, 1994, 21(1), 27–32.
DiClementi, J. D., and Handelsman, M. M. “Empowering Students: Class-Generated Course
Rules.” Teaching of Psychology, 2005, 32(1), 18–21.
Eberly, M. B., Newton, S. E., and Wiggins, R. A. “The Syllabus as a Tool for StudentCentered Learning.” Journal of General Education, 2001, 50(1), 56–74.
Garavalia, L. S., Hummel, J. H., Wiley, L. P., and Huitt, W. G. “Constructing the Course
Syllabus: Faculty and Student Perceptions of Important Syllabus Components.” Journal on
Excellence in College Teaching, 1999, 10(1), 5–21.
Grunert O’Brien, J., Millis, B. J., and Cohen, M. W. The Course Syllabus. (2nd ed.)
San Francisco: Jossey-Bass, 2008.
Hammons, J. O., and Shock, J. R. “The Course Syllabus Re-Examined.” Journal of Staff,
Program and Organizational Development, 1994, 12(1), 5–17.
Lang, J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge,
MA: Harvard University Press, 2008.
Matejka, K., and Kurke, L. B. “Designing a Great Syllabus.” College Teaching, 1994, 42(3), 115–117.
Nilson, L. B. The Graphic Syllabus and the Outcomes Map: Communicating Your Course.
San Francisco: Jossey-Bass, 2007.
Palmiter, D., and Renjilian, D. “Improving Your Psychology Faculty Home Page: Results of a
Student-Faculty Online Survey.” Teaching of Psychology, 2003, 30(2), 163–166.
Parkes, J., and Harris, M. B. “Purpose of a Syllabus.”College Teaching, 2002, 50(2), 55–61.
Rankin, W. “A Survey of Course Web Sites and Online Syllabi.” Educational Technology,
March–April 2000, 38–42.
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Raymark, P. H., and Connor-Greene, P. A. “The Syllabus Quiz,” Teaching of Psychology, 2002,
29(4), 286–288.
Richards, S. L. F. “The Interactive Syllabus: A Resource-Based, Constructivist Approach
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org/article/interactive_syllabus
Rubin, S. “Professors, Students and the Syllabus.”Chronicle of Higher Education, Aug. 7,
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Excellence Program, University of Colorado, 1990.
Singham, M. “Moving Away from the Authoritarian Classroom.”Change, May/June 2005,
50–57.
Smith, M. F., and Razzouk, N. Y. “Improving Classroom Communication: The Case of the
Course Syllabus.” Journal of Education for Business, 1993, 68(4), 215–221.
Smith, R. A. “Preventing Lost Syllabi.”Teaching of Psychology, 1993, 20(2), 113.
Stewart, B. “Commonsense Netiquette Rules.” 2000. http://www.westpagepublishing.com/
netiquetterules.htm
Warma, S. J. “Classroom Demeanor: An Excerpt from One Syllabus.”Chronicle of Higher
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Woolcock, M. J. Constructing a Syllabus: A Handbook for Faculty, Teaching Assistants and Teaching
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1997. http://www.brown.edu/Administration/Sheridan_Center/publications/
syllabus.html
3
The First Days of Class
The first day of class sets the tone for the rest of the term. It is natural for both
students and instructors to feel anticipation, excitement, anxiety, and uncertainty.
To pique students’ interest, convey your enthusiasm for the topics that will be
covered during the term. To put students at ease, try to create a relaxed, open
classroom environment conducive to inquiry and participation, and let students
know what you will expect from them and what they can expect from you and
the course. The following suggestions, intended to help you get your class off to a
good start, address three important tasks of the first day: handling administrative
matters including course policies and procedures, creating a positive classroom
environment, and setting course expectations and standards.
General Strategies
Visit the classroom before the first meeting. Test the room’s lights, blinds, elec-
trical outlets, thermostat, and ventilation. Check any equipment (microphone,
projector screen, laptop, chalkboard) that you will be using, and find out how
to obtain help if the equipment malfunctions. If the classroom is large, practice
speaking to the far corners of the room and make sure your board work will be
legible from the back row.
Build a sense of community in the classroom. Students learn more and work
harder in classes that spark their intellectual curiosity and allow for active
involvement and participation. For the first day, plan an activity that provides
opportunities for students to speak to one another or to solve problems. Students
also tend to work harder when they feel that their instructor views them as individuals rather than as anonymous faces in the crowd. From the start, make an
effort to get to know your students and express your interest in working with them
during the term. (Source: Astin, 1993)
Address students’ concerns. Students enter a new class with several questions:
Is this the right course for me? Does the teacher seem competent and fair? How
much work will be required? How will I be evaluated? Use the first days to answer
37
38
Getting Under Way
these questions and demonstrate your commitment to helping your students learn.
(Source: Forsyth, 2003)
Set the tone for the rest of the term. Greet students when they enter the class-
room. Start and finish class on time. Encourage questions, and give students the
opportunity to talk. Stay after class to answer questions, or invite students to walk
with you back to your office. Students with positive first-day experiences report
higher levels of motivation and achieve higher grades than students with negative
first-day experiences. (Source: Wilson and Wilson, 2007)
Make the time worthwhile. As time permits, plunge into substantive material.
Choose a topic or an activity that will engage students: stage a provocative demonstration, pose a controversial issue, make a counterintuitive argument, or work
through a compelling case study.
Expect some awkwardness. All teachers, especially beginning instructors, feel a
twinge of apprehension before the first class. Do your best to assume a confident
attitude. Keep in mind that your students are likely to perceive your nervousness
as energy and enthusiasm. Arriving early on the first day of class and talking
informally to students may help you relax.
Taking Care of Administrative Tasks
Identify the course name and number and your name on the screen or
chalkboard. This message will alert any students who are in the wrong class-
room to leave before you begin. If your name is difficult to pronounce, include
the phonetic spelling.
Take attendance, if class size permits. Call the roll or ask students to sign in.
Make allowances for students who arrive late and have a contingency plan if more
students arrive than you can accommodate. If your department does not have a
policy for handling excess enrollment demand, you may want to give preference
to graduating seniors or to majors, or you may prefer to hold a lottery. If your
course is an elective, consider admitting a few extra students to compensate for
those who are likely to drop the course.
Mention campus enrollment policies. Explain procedures for wait lists, deadlines
for adding and dropping courses, and so on. Know where to refer students who
have problems in these areas.
The First Days of Class
39
Clarify your policies on attendance. Researchers have examined the effects of
classroom attendance. Students who regularly attend class tend to earn higher
grades than students who attend sporadically. More significantly, classroom attendance has a more positive effect on overall student performance than time spent
studying outside of class. Absenteeism—which in large universities may approach
40 percent on a typical day according to Romer (1993)—declines when students
perceive the course content to be relevant to their interests or needs, when the quality of teaching is high, and when expectations for attendance are explicit. (Sources:
Gump, 2005; Marburger, 2001; Rocca, 2003; Schmidt, 1983; Wyatt, 1992)
Explain the procedures for sections. If your course has sections, make sure that
all students know which section they are enrolled in, who their graduate student
instructor is, and when and where the section meets. Describe the relationship
between the course and the sections and how sections will be run. Have the
graduate student instructors introduce themselves.
Review any prerequisites for the course. Let students know what skills or knowledge they are expected to have and whether alternate experience or course work
will be accepted. Is help available for those who do not have all the prerequisite
skills? Some faculty list tasks that students should be able to perform if they have
the prerequisite skills and knowledge, and they announce that the first graded test
will include those tasks. (Source: Brent and Felder, 1999)
Go over course requirements and give estimates of workload. Discuss the writ-
ten assignments and exams, other requirements (for example, class participation,
group activities, field trips), and your estimate of how much time students will
need to devote to the course outside of class.
Discuss the course syllabus. See Chapter 2, “The Comprehensive Course
Syllabus.”
Explain your grading policies. Let students know what they will need to do to
succeed in your class. Students who believe that they can excel in a course are
more likely to work harder, take an active role in their learning, and learn more.
As appropriate, provide grade distributions from prior offerings of the course and let
the class know what past students have done to earn As. (Source: Forsyth, 2003)
Tell students about campus policies on academic honesty. State your expecta-
tions, and let students know what activities constitute cheating and impermissible
collaboration. See Chapter 38, “Promoting Academic Honesty.”
40
Getting Under Way
Invite students to attend your office hours. Tell students where your office
is and encourage them to stop by with questions and course-related problems.
Ask students who need academic accommodations for a physical or learning
disability to see you during the first or second week of the term. Invite students
who may have foreseeable conflicts, such as student athletes or students with
medical school interviews, to meet with you to arrange for makeup exams or
assignments.
Review safety precautions and emergency procedures. If your course requires
lab work or fieldwork, review safe practices for using equipment and supplies and
discuss emergency procedures. Show students how to use equipment safely
and appropriately. Let students know what to do in case of fire, tornado, hurricane, earthquake, evacuation, or other emergency.
Record the session, if appropriate. For students who miss the first day of class,
make available a webcast or podcast that they can review on their own. If recording is impractical, ask latecomers to obtain notes from a classmate.
Give a catch-up assignment to students who want to add the class after the
first or second session. To ensure that students catch up on the reading assign-
ments, one faculty member asks students to submit five multiple-choice exam
questions for each class session they missed.
Creating a Positive Classroom Environment
Introduce yourself to your class. Let students know how you prefer to be
addressed (first name, or last name prefaced by Dr., Professor, Mr., or Ms.). You
might also briefly share some information about where you are from, the schools
you attended, how you first became interested in the subject, your publications
and research, how long you have been at the university, and why you are teaching the course. Convey your enthusiasm for the field and the subject. For many
students, the instructor’s enthusiasm about the course material is a key motivator
for learning. (Source: Wolcowitz, 1984)
Gather information about the students in your class. If class size is appro-
priate, ask students to complete a questionnaire in class or online: name (and
what they like to be called), hometown, campus address, e-mail address, phone
numbers and preferred method of contact, year in school, and major field. Some
faculty ask students to list related courses or prerequisites they have completed
The First Days of Class
41
or other courses they are taking during the current term; reasons for enrolling
in the course or what they hope to learn in the course; tentative career plans;
outside interests, hobbies, and current employment. Some faculty have asked
other questions: What should this class not be like? How do you learn the best?
What question is uppermost in your mind about this course? How well prepared
are you for this course? Approximately how many hours outside of class do you
plan on studying for this course?
Ask students to write a letter of introduction. Some faculty ask students to write
a paragraph or two about themselves and attach a photo. The letters are not
graded or returned. (Source: Armstrong, 2008)
Begin to learn students’ names. Learning students’ names signals your interest
in their performance and encourages student motivation and class participation.
If you call roll, ask for the correct pronunciation and how the student prefers to
be addressed. California State Polytechnic University, Pomona, has developed a
pronunciation guide for Cambodian, Cantonese, Filipino, Mandarin, Indonesian,
Japanese, Korean, Thai, and Vietnamese names. If your course enrolls fewer
than twenty or thirty students, call the roll for several class meetings to help you
learn names. During the term, ask students to give their name when they pose
a question in class, call students by name when you return homework or quizzes, and use names frequently in class. Even if you can’t learn everyone’s name,
students appreciate your making the effort. Here are a some other strategies for
learning students’ names:
• Photographs. Ask students to pose in groups of four or five. Post online copies of the photographs with students’ names. If your campus supplies faculty with photos of enrolled students, append these photos to your online
files. Or, with students’ permission, post individual photos on the course
Web site.
• Name cards. For a seminar class, place name cards in front of each student. In a
studio or lab course, post students’ names above their workstations.
• Seating chart. Ask students to sit in the same seats for the first few weeks,
and prepare a seating chart. Try to memorize four or five names at each
class session.
• Alphabetical order. In a small class, have students arrange themselves along
one wall of the classroom in alphabetical order by first name.
• Introductions. In a large class, at the beginning of each class period, ask six
or eight students to introduce themselves.
(Sources: McGlynn, 2001; Ricci, 2004; Smith and Malec, 1995)
42
Getting Under Way
Give students an opportunity to know who is in the class. Ask students to raise
their hands if their answer is yes to questions you pose (and if they feel comfortable sharing with information with the entire class). Examples of questions include
year in school, major, favorite sports teams, place of birth, languages spoken.
Ask students to interview each other outside of class. If your course is small
and has a writing component, assign students to write a brief description of a
classmate. The class could agree on the interview questions beforehand, or students can improvise. (Source: Scholl-Buckwald, 1985)
Ask small groups to explore characteristics of effective learning. In the first
round, each group generates a list of the three or four best practices of successful
students. Groups are then paired to share their lists and agree on a single list of
four practices. This sharing of lists can be repeated several times, as needed, and
the final lists can be posted for the entire class.
Ask small groups to explore characteristics of effective teaching. In the first
round, each group generates a list of the three or four best practices of successful
teachers. Groups are then paired to share their lists and agree on a single list of
four practices. This sharing of lists can be repeated several times, as needed, and
the final lists can be posted for the entire class and for you to comment on.
Consider using an icebreaker. Icebreakers can help people get to know one another
and engage students immediately in the class. However, research indicates that students may not like icebreakers (Perlman and McCann, 1999) because they engage
in icebreakers in many other parts of their campus lives, and may suffer from icebreaker fatigue (Lang, 2008) . If you decide to use an icebreaker, make sure that it
doesn’t make students uncomfortable or reveal information they would not rather
share. Linking your icebreaker to the content of the course may make it more palatable to students. Here are some examples of icebreakers culled from the Web:
• Birthday buddies. Ask students to find someone whose birthday is closest to theirs
(day and month only). Ask the pairs to identify two academic or course-related
things they have in common.
• Find someone. Students write three statements related to the course con tent on a single index card, such as “Marine biology has been an interest of
mine since I visited the Monterey Aquarium when I was 12”; “I am a certified
scuba diver;” “In Hawaii, I swam with the dolphins.” Cards are distributed so
that no one has their own card and students circulate to find and meet the
person who has their card.
The First Days of Class
43
• True or false. Students write three statements about themselves: one is
true and two are false. In small groups, students have to identify the true
statement.
Distribute rosters. With students’ permission, post online the roster and con-
tact information. Encourage students to contact classmates about missed classes,
homework assignments, and study groups. Or ask students to exchange contact
information with two or three classmates.
Setting Course Expectations and Standards
Discuss the objectives of the course. Tell your students what you plan to accom-
plish and why, and ask what they want to learn from you. Be sure to carefully
acknowledge students’ contributions. How you respond to students’ ideas on the
first day will set the tone for student participation throughout the term. (Source:
McKeachie and Svinicki, 2006)
Ask students to list the goals they hope to achieve by taking the course. Have
students, in small groups or individually, list two or three goals in the form of
statements about knowledge, skills, interests, or attitudes. Students can also rank
their goals in terms of how difficult they may be to achieve. Use these lists to
identify your class’s interests and likely problem areas. (Source: Angelo and
Cross, 1993)
Describe how you propose to spend class time. How will sessions be structured?
How will discussions be organized? Will a specific time be set aside for questions,
or may students ask questions as they arise? Should questions requiring a lengthy
response be saved for office hours?
Give your students advice about how to succeed in your class. Discuss strategies for approaching the material and for studying, and give examples of questions students might want to think about. Tell students how much time they will
need to devote to studying for the course, and let them know about campus academic support services. Some faculty distribute advice solicited from students
in previous offerings of the course. If you teach a large-enrollment course, you
may want to mention research findings about seat location and course performance: students who sit near the front of the room are more likely to receive As
than students who sit in the back of the room, and students who prefer to sit in
the back but nonetheless move forward tend to receive higher grades than those
44
Getting Under Way
who remain in the back. (Sources: Benedict and Hoag, 2004; Brent and Felder,
1999; Brinthaupt, 2004; Perkins and Wieman, 2005)
Give a brief diagnostic pretest or survey. Administer a short, scored, but
ungraded exercise that will show you and your students what topics or skills they
have already mastered. Some science disciplines have widely used diagnostic
tests (for example, the Force Concept Inventory in Physics and the California
Chemistry Diagnostic Test). The Knowledge Surveys from the Science Education
Resource Center (SERC) at Carleton College ask students to rate their level of
confidence on various course topics. If your field does not have an established test,
you can develop your own. For example, you could create a list of key concepts,
facts and figures, or major ideas and ask students to indicate their familiarity with
each. Or you could have students solve problems, define terms, and complete
short-answer items. In a writing course you might assign a short essay that will
allow you to identify students’ strengths and weaknesses.
A diagnostic pretest or knowledge survey can be used in a variety of ways.
Some faculty administer the same exercise at the end of the term and then return
the pretest to students for comparison. Other faculty ask students to take the test
anonymously, and some give the answers in the subsequent class so that students
can assess their readiness to take the course. Some faculty include questions to
assess students’ motivation and study habits, since students who do poorly on a
diagnostic test might do well in the class with adequate academic support and
disciplined study. (Sources: Eckert et al., 1997; Lang, 2008; Nuhfer and Knipp,
2003; Ochs, 1998)
Ask students to work through a problem. Begin to teach students how to partici-
pate in your class. Engaging students in coursework during the first session gives
them an idea of what your class will be like. Here are some suggestions from faculty in a variety of fields (Brent and Felder, 1999; Erickson et al., 2006; Henderson
and Mirafzal, 1999; Higgins, 1999; Keeports, 2000; Scholl-Buckwald, 1985):
• Some professors select keywords from the course title, ask students to propose related ideas, and use those responses to give a thematic overview of the
course.
• A sociology professor asks small groups of students to come up with a list
of the ten most important events (or people) in history. After ten or fifteen
minutes, the groups’ responses are placed on the board for discussion and
interpretation.
• An English professor divides the class into small groups and gives each member
a line from a poem, which the group is asked to reassemble.
The First Days of Class
45
• A physics instructor discusses with the class how normal observations lead
to false conclusions about gravity, velocity, inertia, and other laws of nature,
using everyday examples: swinging a golf club, looking in the mirror, dropping
a feather.
• A sociology faculty member uses a demonstration to show how context
can define meaning by having a student provide a small amount of saliva
in a sterilized spoon. The instructor then asks whether any students want
to swallow the saliva on the spoon. When all students decline, the faculty
member launches into a discussion of how sharing a soft drink or kissing is
an acceptable exchange of saliva but swallowing a spoonful is not.
• A chemistry professor describes a case study about finding white powdery
substances near the household cleaning products and an odorless crystalline powder in the pantry. Students are then asked to describe experiments
that would help them identify the sample materials.
Give an assignment for the next session. By moving immediately into the first
topic, you are indicating to students that the course is well organized and well
paced. Avoid giving a graded assignment, however, because students may be
adding or dropping your course during the first week or two. (Source: Povlacs,
1986)
Ask students to write their reactions to the first day. Take two minutes at the end
of class to have students jot down unsigned comments about what went well and
what questions or concerns they have about the course. Review their comments
and report back to students at the next session, correcting any misconceptions or
inaccuracies. (Source: McKeachie and Svinicki, 2006)
References
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(2nd ed.) San Francisco: Jossey-Bass, 1993.
Armstrong, J. “Write Me a Letter: Challenging Anonymity in Large-Enrollment Classes.”
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Astin, A. W. What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass,
1993.
Benedict, M. E., and Hoag, J. “Seating Location in Large Lectures: Are Seating Preferences
or Location Related to Course Performance?” Journal of Economic Education, 2004, 35(3),
215–231.
Brent, R., and Felder, R. M. “It’s a Start.” College Teaching. 1999, 47(1), 14–18.
Brinthaupt, T. M. “Providing a Realistic Course Preview to Students.” Teaching of Psychology,
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Eckert, C. M., Bower, D. J., Hinkle, A. J., Stiff, K. S., and Davis, A. R. “Students’ Knowledge
and Faculty Members’ Expectations: The Case for Classroom Assessment.” Teaching Sociology, 1997, 25(2), 150–159.
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Francisco: Jossey-Bass, 2006.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
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Gump, S. E. “The Cost of Cutting Class: Attendance as a Predictor of Student Success.”
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Higgins, P. “Unconventional First Days: Encouraging Students to Wonder about Social Life
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Keeports, D. “Addressing Physical Intuition—A First Day Event.” The Physics Teacher, 2000,
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Lang, J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge,
MA: Harvard University Press, 2008.
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Education, 2001, 32(2), 99–109.
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4
Classroom Conduct
and Decorum
Feldmann (2001, p. 137) defines classroom incivility as “any action that interferes
with a harmonious and cooperative learning atmosphere in the classroom.”
Examples of disruptive student behavior include disturbing others when arriving
late or leaving early; packing up books before class is over; dozing in class; reading
the newspaper; noisy eating or drinking; checking social networking sites, shopping, or playing games on laptops; text messaging on cell phones; conducting side
conversations; and hostile public challenges to course policies and procedures.
The following suggestions are intended to help you maintain a sense
of decorum in your classroom. When improprieties occur, you will want to
promptly address them: the longer inappropriate behavior persists, the more
difficult it is to stop (Sorcinelli, 1994).
General Strategies
Define and distribute policies at the start of the term. Some faculty spend
a portion of class time generating guidelines as a class on what is acceptable
and unacceptable classroom behavior. For example, consider asking students in
small groups to give specific behavioral examples of “best effort” and “mutual
respect.” Research shows that students are more civil when given the opportunity to develop their own rules and sanctions. Other faculty set their own standards and detail them in the syllabus and course Web site. Set only those rules
and penalties that you are willing and able to enforce. It is usually better to be
firm at the beginning and later relax your policies rather than try to impose a
stricter regime as the term progresses. (Sources: Bayer, 2004: DiClementi and
Handelsman, 2005)
Emphasize the value of civility. Help students see the effect of their actions
on others. Share with students the responsibility for maintaining norms: let
students know that they should feel free to tell talkative students to be quiet.
(Source: Forsyth, 2003)
48
Classroom Conduct and Decorum
49
Set a good example. Researchers have identified faculty behaviors that set a
negative tone for students and affect their academic and intellectual development
(Braxton et al., 2004; Buttner, 2004):
• Inadequate preparation: failure to order required texts or readers in a timely fashion; inadequate communication about due dates for assignments or about policies on missed or makeup exams; incomplete syllabus.
• Poor in-class interactions with students: treating students in a condescending, insensitive, or demeaning manner; putting students down in front of classmates;
ignoring students’ perspectives; lack of respect for students as individuals.
• Lack of integrity: grading students’ work on criteria other than merit; treating
students unfairly.
• Failure to provide help: ignoring students’ questions or reacting angrily or defensively when challenged; refusing to provide assistance with assignments.
• Repeatedly arriving late, running overtime, or ending class early.
Handling Incivilities
Deal with incivilities promptly and consistently. Responding immediately and
consistently to misbehavior will discourage future misconduct. Try to size up the
student’s frame of mind (for example, disengaged, uninterested, disrespectful,
disruptive, defiant, disturbed) and intentions. Address the student politely and
calmly, name the behavior that is disrupting the class, and give clear instructions
or options about what you want the student to do. If the problem is more complicated, ask the student to see you during office hours. (Sources: Boice, 1996;
Feldmann, 2001; González and López, 2001)
Anticipate problems at the back of the room. The back of the classroom is the
traditional gathering spot for bored and disruptive students. If your classroom
has many unoccupied seats, instruct the class to use only so many rows, starting
from the front. Mention that research shows that students who sit in the front of
the classroom earn higher grades. Or consider asking students to change their
seats periodically, asking those in the back to sit in the front at the next session.
(Sources: Benedict and Hoag, 2004; McKeachie and Svinicki, 2006; Perkins and
Wieman, 2005)
Make disrupters aware of the problem. Disruptive students may not be aware
of the problems they are causing. To interrupt a side conversation, you could
move towards the talkers, making eye contact; or ask the students if they would
50
Getting Under Way
like to share their ideas with the class; or you could pause until everyone quiets
down and say, “When people have side conversations, it’s hard for the rest of us
to concentrate. Please save it for after class.” To keep laptop users from playing
online games, perusing Facebook or YouTube, and the like, let students know that
it is distracting to those behind and to the sides of them. (For more suggestions
on laptop etiquette, see Chapter 33, “Mobile Learning.”) Ask students to silence
their cell phones.
Monitor comings and goings. Some faculty advise students to sit near the door
if they arrive late or need to leave early. One instructor discourages late arrivals
by addressing the individual by name before he or she sits down and asking, goodnaturedly, a course-relevant question related to that person’s own experience, then
following up with more questions to the same person. (Source: Carbone, 1999)
Acknowledge negative emotions, but do not explore them in class. When a
student’s incivility is prompted by negative feelings, show empathy by acknowledging the feeling (“I’m guessing that you’re angry because you think this is unfair”),
and invite the student to discuss the matter with you after class. Refrain from
showing anger, impatience, or hostility. (Source: Meyers, 2003)
Speak with the student in private. In class, enforce your policies. As needed,
arrange to speak with a disruptive student outside class, either in a neutral space
or in your office. Explain the problem as you see it and ask for the student’s perspective. If a student becomes argumentative, agitated, or highly defensive, stop
the conversation and arrange for another meeting. Look for common ground in
terms of the student’s interests and the reasons the student is taking the course.
(Source: Downs, 1992)
Deal with grumpy consumers. Some students feel that since they pay tuition,
you are a service provider and their preferences take precedence over your classroom rules. Don’t extend such arguments in class, but invite the student to meet
with you privately. At that time talk about your role and responsibilities to all
the students in your class and how you view your role in relation to students (for
example, expert and apprentices, not service provider and customers).
Expect some cyber-complaining, but establish limits. Blogs and Web sites such
as YouTube and Facebook give students new ways to scrutinize and vent about
instructors and courses. Try to take any negative comments with good humor. Let
students know if your college or university has policies against filming instructors
in class without their permission or if your state makes it illegal to secretly film
Classroom Conduct and Decorum
51
someone. When complaints cross over into threats, bullying, or misconduct, or
when students impersonate and misrepresent you online, take up the matter with
your department chair. (Source: Summerville and Fischetti, 2005)
Explain the student grievance process. All campuses should have in place procedures to investigate students’ complaints and concerns, if they cannot be resolved
adequately by the parties in conflict. Find out about the process on your campus
and refer students, as needed, to the appropriate resources. Similarly, find out
what recourse your campus has for instructors who face hostile, unruly, or belligerent students.
Teaching in Times of Crisis and Tragedy
Think about how you can help your students cope with tragic events.
International crises, shooting rampages on college campuses, natural disasters,
the unexpected death of a fellow student or teacher, and other events may make
it difficult to conduct class as usual. Studies conducted after September 11, 2001,
found that on some American campuses, fewer than two-thirds of instructors
mentioned the terrorist attacks in class, and this lack of response surprised, frustrated, and disappointed most students. Students said they were grateful and
found it helpful when faculty acknowledged the tragedy and how it affected them.
(Source: Huston and DiPietro, 2007)
If warranted, cancel class. If you are unsure about canceling class, check with
your department chair. If you cannot notify all your students in advance, show up
at the appointed time and explain why you are canceling class—don’t just post a
note on the door. Let students know what campus resources are available to them,
and stay to answer any questions they may have.
When you meet your class, acknowledge the tragedy. Some instructors men-
tion an event but choose not to discuss it in class; others devote a few moments of
class time to such discussion. Still other instructors ask students at the start of class
whether they want to discuss the event for a portion of the meeting. And some
instructors invite concerned students to come to a special office hour.
Here are some other ways that faculty have responded to tragic events:
• Observe a moment of silence to remember the victims.
• Read an inspirational or comforting poem or passage from a book.
• Sign and send a card to students on the affected campus.
52
Getting Under Way
• Post contact information for the campus counseling center so students
know resources are available.
• Postpone a test; extend the deadlines for assignments and homework.
• Change the syllabus for the following week to accommodate a reduced
workload.
• Ask students to write about their feelings and responses.
• Tell students about candlelight vigils on campus and other memorial
events.
• Let students know about ways to help (giving blood, collecting donations,
volunteering).
• Review with students campus emergency and security procedures.
Recognize that some students may need extra support. Some students may be
personally affected by local, national, or international events, and they may need
referrals, psychological services, or assignment extensions to accommodate sudden travel plans.
If you discuss the events in class, encourage students to be empathetic
listeners. Open the discussion by acknowledging that people have different ways
of coping with crises and that all are valid. Some of your students will want to talk
and try to understand what has happened, while others will feel that talking and
listening will upset them. Some students will share their feelings, but others would
be uncomfortable doing so, and some students will welcome the resumption of
ordinary routines that convey a sense of security and safety.
Try to introduce and close the session on a supportive note; for example, you
might begin by mentioning your reasons for holding the discussion and end by
telling students how they can continue the discussion in other venues on campus.
Help your class establish ground rules for the discussion: respect one another’s
points of view, including the preferences of students who wish to remain silent;
avoid speculation and rumor; politely remind each other not to monopolize the
conversation.
Experts also recommend other guidelines:
• Pose a question or two to get the discussion started: What makes this hard
to talk about? In what ways are you affected by these events? How might
these events affect your future action and behavior? What questions and
fears do you have? How can you become better informed? What positive
actions can individuals take in response to this event?
• Balance the emotional and intellectual aspects of the discussion and help
students distinguish between the two.
Classroom Conduct and Decorum
53
• Invite students who do not wish to participate in the discussion to leave.
• Give students a chance to write before speaking.
• Stop the discussion if it veers off in unproductive directions.
(Sources: Web sites of the University of Michigan, University of Washington,
Vanderbilt University, and the University of California, Berkeley)
As appropriate, develop class assignments related to the tragedy. Some professors have asked their students to gather newspapers from around the world and
examine the attitudes expressed in the reporting; to follow online coverage in one
or two newspapers over the course of several days; to write a “memoir” of their
reactions to the events, with the thought that they might reread their account in
twenty-five or thirty years.
Strive to restore some sense of normalcy. Try to avoid overreacting to the tragedy. Let students know that the school year will proceed. Reassure them if they
are having problems concentrating, and ask them to talk with you about options
for completing the semester.
References
Bayer, A. E. “Promulgating Statements of Student Rights and Responsibilities.”New Directions
for Teaching and Learning, no. 99. San Francisco: Jossey-Bass, 2004, pp. 77–87.
Benedict, M. E., and Hoag, J. “Seating Location in Large Lectures: Are Seating Preferences
or Location Related to Course Performance?” Journal of Economic Education, 2004, 35(3),
215–231.
Boice, B. “Classroom Incivilities.” Research in Higher Education, 1996, 37(4).
Braxton, J. M., Bayer, A. E., and Noseworthy, J. A. “The Influence of Teaching Norm Violations on the Welfare of Students as Clients of College Teaching.” New Directions for Teaching
and Learning, no. 99. San Francisco: Jossey-Bass, 2004, 41–46.
Buttner, E. H. “How Do We ‘Dis’ Students? A Model of (Dis)respectful Business Instructor
Behavior.” Journal of Management Education, 2004, 28(3), 319–334.
Carbone, E. “Students Behaving Badly in Large Classes.” In S. M. Richardson (Ed.), Promoting
Civility: A Teaching Challenge. New Directions for Teaching and Learning, no. 77. San Francisco:
Jossey-Bass, 1999.
DiClementi, J. D., and Handelsman, M. M. “Empowering Students: Class-Generated Course
Rules.” Teaching of Psychology, 2005, 32(1), 18–21.
Downs, J. R. “Dealing with Hostile and Oppositional Students.” College Teaching, 1992, 40(3),
106–108.
Feldmann, L. J. “Classroom Civility Is Another of Our Instructor Responsibilities.” College
Teaching, 2001, 49(4), 137–140.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
54
Getting Under Way
González, V., and López, E. “The Age of Incivility: Countering Disruptive Behavior in the
Classroom.” AAHE Bulletin, April 2001.
Huston, T. A., and DiPietro, M. In the Eye of the Storm: Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. In D. R. Robertson and L. B. Nilson
(Eds.), To Improve the Academy. Vol. 25. San Francisco: Jossey-Bass/Anker, 2007.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.). Boston: Houghton
Mifflin, 2006.
Meyers, S. A. “Strategies to Prevent and Reduce Conflict in College Classrooms.” College
Teaching, 2003, 51(3), 94–98.
Perkins, K. K., and Wieman, C.E. “The Surprising Impact of Seat Location on Student Performance.” The Physics Teacher, 2005, 43(1), 30–33.
Sorcinelli, M. D. Dealing with Troublesome Behaviors in the Classroom. In K. W. Prichard
and R. M. Sawyer (Eds.), Handbook of College Teaching: Theory and Applications. Westport, CT:
Greenwood Press, 1994.
Summerville, J., and Fischetti, J. C. “How to Foil Cyberbullies.” Chronicle of Higher Education,
June 24, 2005, 51(42).
PART II
Responding to a
Changing Student
Body
5. Diversity and Inclusion in the Classroom
6. Students with Disabilities
7. Reentry and Transfer Students
8. Teaching Academically Diverse Students
5
Diversity and Inclusion
in the Classroom
As campuses continue to become more diverse, faculty members need to be
attentive to prejudice, bias, and discriminatory behavior—their own and that
of their students. Some historically underrepresented students describe feeling
like unwelcome outsiders and encountering subtle forms of bias and unwitting
insensitive comments from peers and instructors that have led to a sense of alienation and detachment (Carroll, 1998; Davis et al., 2004; Engberg, 2004; Harris
and Nettles, 1996; Nora and Cabrera, 1996; Steele, 1997; Suarez-Balcazar et al.,
2003; Sue et al., 2007). You can begin to explore attitudes and conduct by asking
yourself (or your students) the following kinds of questions (adapted from Adams
et al., 1997; Chin et al., 2002; and Gay, 2000):
• Do you interact with men and women in ways that manifest double
standards?
• Do you inadvertently undervalue comments made by speakers whose
English is accented differently from your own?
• Do you assume that students of some racial or ethnic groups will need additional help? Or that students of some racial or ethnic groups will do better
than others?
• Are you comfortable around people whose racial, ethnic, or sexual identity
differs from your own?
• Are you comfortable disclosing your knowledge of and experiences with
diversity?
• How do you handle your own doubts or ambivalence about multicultural
issues?
You may also discover that for some students, issues related to group identity assume great importance because college presents their first opportunity
to affirm their identity and join single-identity organizations or groups.
The following ideas, based on the teaching practices of faculty and on current research, are intended to help you work effectively with the broad range
of students enrolled in your classes.
57
58
Responding to a Changing Student Body
General Strategies
Become aware of any biases or stereotypes you may have absorbed. We are
all shaped and influenced by our backgrounds and experiences that have led to
biases and assumptions about ourselves and others. Your attitudes and values not
only influence the attitudes and values of your students, but they can affect the
way you teach, particularly your assumptions about students based on race or
ethnicity, which can lead to unequal learning outcomes for those in your classes.
(Sources: American Psychological Association, 2003; Bensimon, 2005; Fouad and
Arredondo, 2006; Hurtado et al., 1999; Sue, 2001)
Treat each student as an individual. Each of us shares some characteristics with
others of our gender, race, place of origin, and sociocultural group, but these
are outweighed by the many differences among members of any group. We tend
to recognize this point about groups we belong to (“I’m not like all those other
Texans you may know”), but we sometimes fail to recognize it about others. Try
not to project your experiences with, feelings about, or expectations of an entire
group onto any one student.
Monitor the climate in your classroom. Ask students to let you know if you inad-
vertently offend them, and tell them you’ll let them know if they unintentionally
offend you. Invite students to send you a note (signed or unsigned), or add one or
more of the following questions to your midsemester course evaluation (adapted
from Hyde and Ruth, 2002):
• Does the instructor treat students equally and evenhandedly?
• How comfortable do you feel participating in this class? What makes it easy
or difficult for you?
• Do you feel that your ethnicity, race, sexuality, or gender affects your interactions with the teacher in this class? With other students?
• Do you have suggestions for encouraging open and candid discussion
in class?
Introduce discussions of diversity at department meetings. Propose that the
agenda of your department meetings include topics such as classroom climate,
course content and course requirements, graduation and placement rates, extracurricular activities, orientation for new students, academic support services, and
opportunities for undergraduate research or service-learning experiences.
Recognize the complexity of diversity. Diversity can include race, ethnicity, cul-
ture, gender, sexuality, disability, age, religion and spirituality, language, family
Diversity and Inclusion in the Classroom
59
responsibilities, immigrant status, socioeconomic status, worldview, political persuasion, academic preparation, and regional and national identity. In addition,
even a category like “ethnic group” can have numerous intragroup differences.
For example, the U.S. Census in 2000 listed sixty categories for Asian/Pacific
Islanders. Latinas/os may come from one of twenty-five culturally different
Spanish-speaking countries or territories. As of 2007, the U.S. government recognized 561 Native American tribes, each with its own language, traditions, and
customs.
Students enter college with multiple, evolving, and shifting identities. Some
group characteristics are fixed (for example, age) and others are fluid (for example,
income level); some identities are more salient than others (for example, race
over religion) and may shift from one to the other depending on the context (disability among people without disabilities but sexual orientation among people
with disabilities) or at different times in students’ lives. Avoid making assumptions
about students based on only one of their group characteristics and neglecting the
complexities in their lives and experiences. Keep in mind that differences within
groups can be as great or greater than differences across groups. (Sources: Sue,
2001; Tatum, 2003; Torres et al., 2003)
Communicating and Fostering Respect
Be attentive to terminology. Terminology changes over time, as ethnic and cul-
tural groups continue to define their identity, their history, and their relationships
to other groups. Racial categories are regularly “created, inhabited, transformed
and destroyed” (Omi and Winant, 1994, p. 55), and individuals within groups can
disagree about preferred designations. Ask your students or your faculty diversity
officer about terms that are used on your campus. For example, minority student has
become outdated, especially on campuses where the former minority now constitutes the numerical majority. Some people favor the omnibus term students of color,
while others dislike it because it implies that white is the norm. Some campuses
use historically underrepresented students in discussing recruitment and retention.
Ask whether students have a preference for African American or black. Some
in the community want to distinguish those who are descended from slaves from
those who have recently immigrated from the Caribbean, South America, or
Africa. Do students of mixed racial heritage use terms such as multiracial, biracial,
or mixed ?
In some parts of the country, Americans of Mexican ancestry prefer Chicana/o,
Mexicano/a, or Mexican American to Hispanic, which carries the echo of Spanish
colonialism. But in the Southwest, some descendants of the Spanish colonists
prefer Hispanic as do some people in Florida, which has large populations of
60
Responding to a Changing Student Body
Cuban Americans, Puerto Ricans, and South Americans. Others use Latina/o
to refer to people whose forebears came from Spanish- or Portuguese-speaking
regions of the Western Hemisphere. Mestizo reflects a mix of Native American
and European backgrounds.
Oriental has long been considered a derogatory by - product of British
imperialism. Because Asia is so large and diverse, many individuals prefer to
be identified not by the continent but by the nationality of their ancestors (for
example, Thai American, Korean American). In California, Pacific Islander is currently preferred by students whose forebears are from that region, rather than
being grouped with Asian American.
Among descendants of the indigenous peoples of North America, some
prefer the term Native Americans, others prefer American Indians, Indians,
Indigenous Peoples, or a tribal name. In Canada, the preferred term is First
Nations. Because Alaskan Natives include groups other than Eskimos, the preferred term is Inuit (Inuk for singular).
On some campuses, gay and lesbian have given way to LGBTQ (Lesbian,
Gay, Bisexual, Transgender, Questioning) or LGBTQ2IA (Lesbian, Gay, Bisexual,
Transgender, Queer, Questioning, Intersex, Allies). Some within the community
use queer as an inclusive term, but others view queer as pejorative. S exual
orientation, sexual identity, and sexuality are all in use; sexual preference is
dismissed as inaccurate because most people do not believe that their sexuality is a matter of choice.
Immigrant communities are described by researchers as First Generation
(adults who are born and educated outside the United States), Generation 1.5
(individuals who are born outside the United States and partially educated
where they were born and partially U.S.-educated), and Second Generation
(children of immigrants who are U.S.-born and -educated).
Because terminology changes and can be confusing, it is tempting to just give
up. But how we refer to groups can make a difference to students. When in doubt,
err on the side of being more specific, not less—use Cambodian American instead of
minority or Asian American.
Learn about groups other than your own. Cultures, for example, differ in the
value they place on personal independence, competition and ambition, social harmony, and attitudes toward authority—all of which may affect a student’s learning and conduct. Culture in the United States has a preference for individuals
who are independent, competitive, and focused on achieving success. Individuals
with origins in cultures of East Asia may prefer conformity and harmony over
individualism and personal achievement. Some cultures expect professors to be
experts and final authorities, whereas others recognize that professors may not
Diversity and Inclusion in the Classroom
61
know all the answers. Students from cultures that teach respect for the wisdom of
their elders may be reluctant to share their opinions, to disagree with the readings,
or to challenge their professors. Some cultures value memorization as a critical
component of learning, and students from those cultures can become confused
when instructors dismiss memorization in favor of analysis, synthesis, and critical
evaluation.
Sources of information about cultural differences include student organizations, professional development workshops and conferences, ethnic film festivals
and museums, and both fiction and nonfiction literature. Perhaps the best source
is students themselves, if you openly share your ignorance and express a genuine curiosity to learn about groups different from your own. (Sources: American
Psychological Association, 2003; Johnson, 1997; Pratt et al., 1999; Shield, 2004–05;
Yeh, 2004–05)
Convey the same level of confidence in the abilities of all your students.
Students who sense that more is expected of them tend to outperform students
who believe that less is expected of them, regardless of their actual abilities.
Conversely, the perception that one belongs to a stigmatized group can result
in underperformance, called “stereotype threat,” which occurs when a student’s
anxieties about confirming a negative stereotype cause the student to perform
poorly. To address self-fulfilling prophecies and stereotype threat, convey your
clear conviction in each student’s intellectual potential and let students know you
expect them to work hard in class, that you want them to be challenged by the
material, and that you hold high standards for their academic achievement. And
then practice what you have said: expect your students to work hard, be challenged, and achieve high standards. (Sources: Gay, 2000; Steele, 1997; Steele and
Aronson, 1995)
Don’t try to “protect” any group of students. If you refrain from challenging or criticizing the performance of students because of their membership in
a demographic group, or if you in some way favor those students, you are likely
to undermine their self-esteem and their view of their abilities and competence.
(Source: Cohen et al., 1999)
Be evenhanded in acknowledging students’ accomplishments. Praise students
for good work, but avoid lavish displays that may make students uncomfortable
(“Why is he so surprised that I’m doing well?”) or anxious (“Will I be able to
maintain this high level of achievement?”). Note also that in some cultures being
singled out for personal accomplishments is neither valued nor appreciated.
(Sources: Cohen et al., 1999; Guiffrida, 2005; Lynch, 1997)
62
Responding to a Changing Student Body
Be aware of possible misinterpretations of students’ nonverbal behaviors. Eye
contact, nodding, verbal utterances, physical contact, smiling, pauses after speaking, physical distance between individuals—all these behaviors differ across cultural groups. For example, in some cultures the pause time between speakers is
four or five seconds, compared to one second in American English; looking away
from the speaker is a sign of attention, not inattention; and a pat on the shoulders is a source of shame and embarrassment—not a signal of “job well done.”
(Sources: Al-Issa, 2004; Lynch, 1997; Suinn, 2006)
Pedagogical Approaches
Use inclusive language and examples. Try to use language that acknowledges
the diversity in the class:
• Use nongendered terms such as parenting rather than mothering; chair or chairperson
rather than chairman or chairwoman.
• Use the more-inclusive house of worship rather than church.
• Refrain from comments that imply assumptions about students’ lives (“Now,
when your parents were in college . . .”).
• Use inclusive terms such as significant other or partner rather than boyfriend or girlfriend.
• Avoid comments that diminish students ’ perspectives ( “ Don ’ t be so
sensitive”).
• Draw examples and anecdotes from a variety of cultural and social contexts.
(Sources: Allan and Madden, 2006; Hall and Sandler, 1982; Sue et al., 2007)
Learn to correctly pronounce students’ names. Ask students directly and jot
down their names phonetically. There’s nothing wrong with saying, “I’m really
trying to learn how to say your name correctly. Can you tell me again how to
pronounce it?” California State Polytechnic University, Pomona, has developed
an online pronunciation guide for Cantonese, Chinese/Mandarin, Filipino,
Indonesian, Japanese, Korean, Thai, and Vietnamese names.
Look for opportunities to give personal attention and validation to students.
Research shows the critical role of faculty-student interaction in students’ academic success and satisfaction. Students benefit when a faculty member gets to
know them outside of class, provides opportunities for them to experience themselves as capable learners, and encourages them to succeed. (Sources: Allen, 1992;
Diversity and Inclusion in the Classroom
63
Anaya and Cole, 2003; Cole, 2007; Fischer, 2007; Flowers, 2004–05; Hernández
and López, 2004–05; Hurtado et al., 1999; Rendón, 1994)
Cultivate an inclusive classroom. As needed, diversify the perspectives included
in class materials, intervene if any students act disrespectfully to others, and make
students feel comfortable in asking for help. For discipline-specific advice, see
Chin, Berheide, and Rome (2002) on incorporating diversity into courses in sociology; Fowler and Villanueva (2002) on English courses; and Trent (2002) on
communication courses. (Sources: Evans, 2000; Hurtado et al., 1998)
Recognize your own culture-bound assumptions. If you have earned your academic credentials in an American college or university, you know that American
higher education tends to reward students who question assumptions, challenge
points of view, speak out, and participate actively. Some of your students, however, may have been raised to believe that challenging their instructors is disrespectful or rude. Others may be reluctant to ask questions or speak out because
they are afraid of reinforcing stereotypes about their ignorance. (Sources: Collett,
1990; Institute for the Study of Social Change, 1991)
Assign group work and collaborative learning activities. In addition to
enhancing academic achievement, group work can reduce prejudice and bias by
giving students opportunities to interact with others from different backgrounds.
Students report acquiring a strong understanding of diversity as a side effect of
group projects and community service. Moreover, diverse groups and viewpoints
lead to better problem solving and decision making. Small-group work during
class can be as simple as counting off three to five students to solve a problem
or to answer a question. (Sources: Aronson, 2002; Gurin and Nagda, 2006;
Hurtado et al., 1999; Institute for the Study of Social Change, 1991; Page, 2007;
Slavin, 1995)
Course Content and Material
Try to select texts and readings whose language is gender neutral and free
of stereotypes. If you assign readings that use only masculine pronouns or that
incorporate stereotypes, point out these shortcomings in class and give students
an opportunity to discuss them.
Aim for an inclusive curriculum. Try to structure your course so that students
view concepts, events, and themes from diverse perspectives, rather than treating
64
Responding to a Changing Student Body
one group’s experience as the standard against which everyone else is defined. Use
the following strategies as appropriate:
• Assign texts and readings that reflect scholarship and research about previously
underrepresented groups.
• Discuss the contributions made to your field by historically underrepresented
groups.
• Describe how recent scholarship about gender, race, sexual identity, and class
is changing your field of study.
(Source: Banks, 2006)
Do not assume that all students will recognize cultural, literary, or historical
references familiar to you. Your students may not share the cultural experi-
ences, literary allusions, and historical references that you consider canonical.
If a certain type of cultural literacy is prerequisite to your course, discuss that
prerequisite on the first day of class. (Of course, you may want to refer to individuals or events unfamiliar to your students in order to encourage them to do
some individual research or a group wiki project where they submit questions and
post definitions.)
Bring in guest lecturers. Broaden and enrich your course by asking faculty or
off-campus professionals of different ethnic and cultural groups to make presentations to your class.
Class Discussion
Emphasize the importance of considering different approaches. Help students
appreciate different points of view. Encourage them to evaluate their own beliefs
and explore how an individual’s premises, observations, and interpretations are
influenced by social identity and background.
Make it clear that you value all comments. Students need to feel free to voice
an opinion and feel empowered to defend it. If some students seem to be ignoring
the viewpoints of others, reintroduce the overlooked comments into the discussion. If you see a student frowning or making disapproving gestures while another
student is talking, ask the frowner to explain his or her point of view. As appropriate, address the concern that students may be censoring themselves out of fear of
being viewed as insensitive or overly sensitive to identity issues.
Diversity and Inclusion in the Classroom
65
Balance openness and safety. Students need a balance of openness—the freedom to explore ideas that may be unpleasant or harsh—and safety, which calls for
setting limits to prevent personal or disrespectful comments. Openness demands
that all points of view be aired, but safety requires interrupting offensive speech—
an action that some students will interpret as censorship. The ideal classroom
environment is one in which all students feel as if they belong and as if their
points of view matter. Early in the term, ask students to break into small groups
and discuss behaviors that discourage them from participating in class discussions.
Or ask the groups to define what a “safe” classroom means to them. (Sources:
Adams et al., 1997; Canetto et al., 2003)
Encourage all students to participate in class discussion. From the start of
the term, try to prevent any one group of students from monopolizing the discussion. Solicit alternate viewpoints, and encourage students to listen to and
value comments made from perspectives other than their own. Keep in mind
that some students may be reluctant to speak up in class for fear of being wrong.
Having students work in small groups early in the term may make it easier for
them to speak up in a larger setting. (Sources: Carroll, 1998; Steele, 1997)
Monitor your behavior in responding to students. Research studies show that
teachers tend to interact differently with men and women students and with students who are—or whom the instructor perceives to be—high or low achievers.
More often than not, these patterns of behavior are unconscious, but they can
demoralize students. As you teach, try to be evenhanded in the following matters:
•
•
•
•
•
•
•
•
•
recognizing students who raise their hands in class
listening and responding to students’ comments and questions
addressing students by name
prompting students to provide a fuller answer or an explanation
giving students time to answer a question before moving on
not interrupting students or allowing them to be interrupted by their peers
crediting student comments during your summary (“As Akim said, . . .”)
giving feedback and balancing criticism and praise
making eye contact
(Sources: Gay, 2000; Green, 1989; Hall and Sandler, 1982; Sadker and Sadker,
1990)
Speak up if a student makes a distasteful remark—even jokingly. Don’t let a disparaging comment pass unnoticed. Students may take your silence as condoning
66
Responding to a Changing Student Body
the behavior. Consider slowly repeating back the exact words as accurately as
possible to the person who made the comment and give that student an opportunity to rephrase. Or explain why the comment is offensive or insensitive—for
example, “What you said made me feel uncomfortable. Although you didn’t mean
it, it could be interpreted as saying . . . .” Or depersonalize the situation: “Some
people think that way. What assumptions are they making?” Or ask students to
comment. Keep the discussion focused on issues, not individuals, so that students
can gracefully retreat from untenable positions. Try not to get rattled by inappropriate remarks and, as appropriate, protect the lone voice (the attacked or the
attacker) regardless of his or her position. (Sources: Fouad and Arredondo, 2006;
Frederick, 1995; Vacarr, 2001)
Defuse heated remarks. If hurtful comments are made, stop the discussion, have
students take a minute to write about the incident, and ask pairs to exchange their
points of view before you restart the discussion. Or step back to focus on group
dynamics and how the group wants to work. Try not to intervene too quickly: give
students a chance to learn that they can handle difficult discussions on their own.
(Source: Frederick, 1995)
Do not treat students as spokespersons for their demographic group. Asking
a student to speak for his or her entire race, nationality, or other group both
ignores the heterogeneity of viewpoints among members of any group and also
reinforces the mistaken notion that every member of a particular group is an
authority on his or her group. An example to avoid: after lecturing on research
about the relationship between race and heart disease, an instructor called on an
African American student and asked him to describe how black health professionals were reacting to the research.
Assignments and Exams
Be sensitive to students whose first language is not English. Most colleges
in the United States require students who are nonnative speakers of English to
achieve oral and written competency by taking English courses. Ask specialists
on your campus for advice about how to grade papers and for information about
typical patterns of errors related to a student’s native language. For example,
some languages do not have two-word verbs, and speakers of those languages
may need extra help—and patience—as they try to master English idioms. Such
students should not be penalized for misusing, say, take after, take in, take off, take on,
take out, and take over.
Diversity and Inclusion in the Classroom
67
Help students form study teams. Peer support is an important factor in student
persistence in school. By arranging for times and rooms where groups can meet,
you can encourage students to make friends beyond their own personal networks.
See Chapter 21, “Learning in Groups,” for suggestions on how to form study
teams. (Source: Pascarella and Terenzini, 2005)
Give assignments and exams that recognize students’ diverse backgrounds
and special interests. As appropriate to your field, you can develop paper topics
or term projects that encourage students to explore the roles, status, contributions,
and experiences of groups traditionally underrepresented in scholarly research
studies or in academia.
Use a variety of names in classroom examples and test questions. Draw from
different cultural groups: Fatima, Keisha, Tran, Francisco, Juanita, Adam, Carol,
Yu-Tin, and so on.
Advising, Mentoring, and Out-of-Class Activities
Meet with students informally. Frequent and rewarding informal contact with
faculty members is a strong predictor of student success and persistence to
complete a degree. Ongoing contact outside the classroom also provides strong
motivation for students to perform well in your class and to participate in the
broad social and intellectual life of the institution. Encourage students to come
to office hours, invite groups of students for coffee or lunch, and consider participating in campus orientation and academic advising programs. See Chapter
57, “Academic Advising and Mentoring Undergraduates.” (Sources: Astin, 1993;
Tinto, 1993)
Involve students in your research and scholarly activities. When you invite
students to examine or contribute to your work, you are teaching them about your
field, giving them a view of faculty life, and helping them feel more a part of the
college community. Consider sponsoring students in independent study courses,
arranging internships, and providing opportunities for undergraduates to participate in research. See Chapter 27, “Undergraduate Research.”
Help students establish departmental organizations. If your department does
not have an undergraduate association, encourage students to create one. Student
organizations can provide peer tutoring and advising as well as social and academic programs. In fields in which certain demographic groups have traditionally
68
Responding to a Changing Student Body
been underrepresented, some students may prefer to form caucuses based on their
gender or cultural affinities.
Encourage students to join school organizations. Extracurricular activities give
students the opportunity to make new friends, find their niche, and become part
of a caring and supportive community. Students who are involved in formal social
and extracurricular activities attain higher grades and are significantly less likely
to leave college. (Sources: Fischer, 2007; Hernández and López, 2004–05)
Direct students to relevant campus resources. Let your students know about
campus mentoring programs, workshops, support services, and resource centers.
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6
Students with Disabilities
Campuses and faculty are required, under federal law (the Americans with
Disabilities Act of 1990) and most state laws, to make reasonable academic
accommodations for students who have a documented disability. These accommodations are intended to ensure that all students have an equal opportunity
to learn, to demonstrate what they have learned, and to meet the institution’s
standards of intellectual rigor. When students with disabilities are provided with
appropriate accommodations, other students and faculty benefit: a class functions best when all students can contribute to their fullest to the intellectual
enterprise.
On most campuses a disability services office verifies a student’s disability and
helps faculty implement appropriate accommodations. Many accommodations
are easy to provide and often benefit many other students in your class. If you
have concerns about the effects of a proposed accommodation, discuss these with
staff at the disability services office. As they will explain, an accommodation is
not considered “reasonable” if it fundamentally alters the nature of a program or
activity—for example, if it substantially alters course objectives, essential course
requirements, or academic standards, or if it presents undue financial or administrative hardships (Scott, 1997; Simon, 2000).
Approximately 6–9 percent of college students report having a physical,
psychological, or learning disability that requires accommodation (Henderson,
2001; National Center for Education Statistics, 2002). Some disabilities are
readily apparent, but others are not, including learning disabilities (for example, dyslexia), mild to moderate sensory deficits (low-level vision, slight hearing
impairment), psychological conditions (depression, bipolar disorder, Asperger’s
syndrome), and chronic medical conditions (diabetes, seizure disorders, lupus,
cancer, HIV).
General Strategies
Place a statement in your syllabus inviting students with disabilities to meet
with you privately. Ask students to make their needs known at the beginning
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Students with Disabilities
73
of the semester so that the logistics and academic adjustments can be made in a
timely manner. Here’s a sample syllabus statement:
I am available to discuss privately appropriate academic accommodations for
students with disabilities. Please see me as soon as possible so that we can work
out the necessary arrangements. Students with disabilities are also encouraged
to meet with specialists in Student Disability Services for advice and to verify
eligibility for appropriate accommodations.
Make an announcement in class. In addition to putting a statement in your syllabus, make a general announcement at the beginning of the term:
If you may need accommodations for any physical, psychological, or learning
disability and have not yet contacted the student disability services office, please
do so as soon as possible. Feel free to speak to me privately, either after class or
during my office hours, about your accommodations needs.
Remember that all information about a student’s disability is confidential.
(Sources: Hartman-Hall and Haaga, 2002; Hodge and Preston-Sabin, 1997)
Avoid counterproductive approaches. Experts caution against the following
attitudes (adapted from Aune, 2000; Bourke et al., 2000; Burgstahler, 2003;
Kleege, 2002):
• being overly lenient with students with disabilities or holding different expectations for them
• viewing students with disabilities as tragic or helpless or as heroic and
inspirational
• suspecting that students with disabilities wish they had the abilities they lack
• treating learning disabilities as “less real” than physical disabilities
• assuming that fairness means sameness
• viewing accommodations as preferential treatment
The University of Washington, through its DO - IT project, offers self paced online instruction, downloadable multimedia presentations, and extensive
resources to help faculty learn more about students with disabilities.
Be alert to the power of language. Listen to how students refer to their disability and follow their lead or ask them about terminology. Some will prefer
phrases that mention the person first and the disability second: students with mobility
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Responding to a Changing Student Body
disabilities, people who have schizophrenia (but not people “suffering from X” or “afflicted
with Y”). Others will use terms in which the disability comes first (deaf people,
blind people, disabled people). Language that tends to offend includes euphemisms
(physically challenged, special needs) and terms that emphasize a deficit (hearing impaired,
invalid) or weakness (wheelchair bound, handicapped). But don’t worry about everyday
metaphors: students who are blind “see” ideas or concepts, just as students who
are deaf “hear” what someone means, and wheelchair users “walk” to class.
(Sources: American Psychological Association, 1999; Gill et al., 2003; LewieckiWilson and Brueggemann, 2008; Longmore, 2003; Michalko, 2002; Olkin, 2002;
Pledger, 2003)
Help students get the supplemental academic support they need. A student
may have a legally mandated accommodation of an in-class aide (a note taker,
sign-language interpreter, amanuensis), but these aides are not academic tutors.
Students with disabilities may benefit from nonmandated services such as ongoing
tutorial assistance. They may also benefit from specialized courses for students
with disabilities to help them increase their knowledge and understanding of
their disability, become more effective self-advocates, use appropriate assistive
technology, and apply cognitive principles to become more effective self-sufficient
learners. Chiba and Low (2007) describe a successful course for students with
learning disorders.
Treat disability accommodations matter-of-factly as part of a broader range
of ways in which you ensure effective learning and recognize all students as
individuals. Consider, for instance, asking students on the first day to fill out an
index card (or complete an online questionnaire) with standard contact information and additional details (like year in school and major), but also with anything
they want to tell you about their personal situations that may bear on their work
in the course: are they working many hours, commuting, parenting, and so on?
Mentioning disability accommodations within a broader list conveys a quietly
inclusive message.
Physical Access
Be attentive to classroom access. Most campus buildings have entrances that
are accessible to students who use mobility aids (wheelchairs, canes, crutches, and
walkers), but individual classrooms and laboratories may be less accessible—check
with the room scheduling office and be prepared to request a change of rooms if
a student with a mobility disability enrolls in your course If a student with limited
Students with Disabilities
75
mobility uses an elevator to get to your classroom, keep an eye on whether the
elevator is working and arrange for a room change if repeated breakdowns occur.
The scheduling office will also have a list of classrooms equipped with infrared
listening systems, which work independently or in conjunction with students’
hearing aids.
Observe seating needs. Students who use canes, crutches, or walkers appreciate
having a seat that is close to the door and that can be reached without struggling
with steps or uneven surfaces. Students who use service dogs may appreciate a
corner seat. Wheelchair users need flat or ramped access and desks with enough
clearance for their legs. Some students may want to sit near the front of the class
to see and hear better, and some may prefer to be away from windows. Aides (lab
assistants, readers) may need adjacent seating. Offer physical assistance only if a
student requests help or if the need is obvious, but never touch students unless
they have explicitly indicated assistance is appreciated.
Ensure access to out-of-class activities. Include students in out-of-class activities
rather than suggesting alternatives. Be sensitive to questions of access when planning field trips and recommending visits to museums, attendance at off-campus
lectures and dramatic presentations, and the like. Some students may need transportation assistance, special seating, frequent rest breaks, or interpretive aides or
devices. The disability services office is usually the best place to start when seeking
creative solutions to curriculum access issues. When scheduling office hours, if
possible, avoid early morning which are sometimes hard for students to attend
who rely on personal care assistants to help start their days.
Barrier-Free Learning
Follow good teaching practices. Many techniques that help students who have
sensory or learning disabilities will also benefit the other students in your class.
Here are some examples:
• Face the class when you are speaking. When you write on the board or narrate
a slide presentation, try to avoid talking while facing the board or the screen.
• Speak clearly and at an appropriate volume and pace. Pause after important
points. After you pose a question to students, pause before calling on someone
for a response.
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Responding to a Changing Student Body
• Open each session with a brief review of the previous session and an outline of
that day’s topic. Conclude each session with a summary of key points.
• Present new or technical vocabulary orally and in writing.
• Describe the content of all visual aids (computer displays, board work, demonstrations). As you work at the board, narrate the procedure: “Adding all the
scores and dividing by the number of scores gives us the mean” (rather than
“Adding all these and dividing by that gives us this”).
• Provide different ways of learning: group work, hands-on activities, individual
work. Vary instructional formats so that students aren’t passively listening the
entire class session. At the same time be alert to problems created for some
students with disabilities by varied formats. In-class writing poses difficulties
for students who need amanuenses or assistive technology to complete writing
assignments; students with communication impairments may not be able to
participate verbally in small-group work. Consider notifying these students in
advance so they can come to class with in-class work already completed.
• When making assignments, give instructions both orally and in writing.
• Give students opportunities for questions, clarification, and review.
• Provide students with frequent and ongoing feedback on their academic performance through multiple exams and reviews of early drafts of term papers.
Incorporate “universal design” principles into your course. The premise of
universal design is that the everyday built environment should be equally accessible to everyone, disabled and nondisabled alike, without need for special modifications. The “curb cut” is the classic example of universal design: it is not
only wheelchair-friendly but also friendly to skateboarders, rollerbladers, people
pushing strollers, travelers with rolling luggage, and pedestrians using crutches,
walkers, or canes. Similarly, universal instructional design aims to make the learning environment accessible to all types of learners without the need for special
adaptations. For example, Keller’s Personalized System of Instruction (Keller,
1968) allows students to work at their own pace, to retake tests as many times
as needed to demonstrate mastery, and to learn course content through print
or digital materials. Universal test design calls for tests to be constructed and
administered so that accommodations are unnecessary, for example, administering exams without time limits.
Universal design in higher education views learning differences as a
continuum, with students with disabilities at one end rather than as a separate or
distinct group. Universal design relies on using an array of instructional materials,
a variety of teaching strategies, and a flexible approach to measuring students’ level
of learning or knowledge. The Association for Higher Education and Disability
(AHEAD) Web site contains a comprehensive listing of resources which can
help you implement universal design (ahead.org/resources/ud). (Sources: Belch,
Students with Disabilities
77
2004–05; Brothen et al., 2002; Burgstahler and Cory, 2008; Scott et al., 2003;
Silver et al., 1998; Sireci, 2005)
Design course Web sites that are universally accessible. Ask your campus
instructional technology professionals for advice on accessible Web site design.
Typical strategies include the following:
• providing auditory descriptions for all visual content and text alternatives for
all audio content
• captioning all videos
• uniquely labeling all links and controls
• relying on keyboard commands in addition to clicking on images
• avoiding flashing or blinking elements (which may cause seizures in those with
photosensitive epilepsy)
• offering customized options for text size, color, and contrast
Guidelines are available from the Web Accessibility Initiative (www.w3.org/
WAI) which also reviews commercially available and open source software to test
Web accessibility. WebAIM (www.webaim.org), created by Utah State and the
Center for Persons with Disabilities, also offers resources for making Web sites
accessible.
Ensure equal access to information. If you have a deaf/hard-of-hearing student
in your class, when you show films, videos, or DVDs make sure they are open- or
closed-captioned whenever possible. Provide electronic versions of print handouts
so that students can use screen readers and assistive technology to create a more
accessible version. To the extent possible, select textbooks, reading materials, journal articles, and newspaper articles that are available in digital format as well as
print. For information on making course materials and collaboration tools (discussion boards, chat rooms, videoconferencing) accessible, see Barstow et al., 2002.
Most campuses have resources to help pay the cost of transferring information
from hard copy to an alternative medium.
Provide captioners or sign language interpreters with terms and names in
advance. Whenever possible, provide a written list of technical terms and
proper names you will use in class to ensure that they are spelled correctly. As
appropriate, provide a copy of your notes before class begins. Become familiar
with accessible technologies.
Ask your campus disability services office about personal and classroom accessible technologies. Personal devices include voice-recognition software, modified
keyboards, mouthsticks and headwands, screen magnifiers, speech synthesizers,
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Responding to a Changing Student Body
Braille or large-print output devices, screen-reading programs, and personal
information managers. Classroom accessible technology may include real-time
captioning, whereby captioners transcribe lectures and discussions to a computer
screen that students read at their desks in real time. (The captioners need not be
present in the classroom as long as they can hear what is going on.) Trained keyboarders using technologies such as C-Print (www.ntid.rit.edu/cprint) transcribe
lectures in real time and project the results on a laptop screen for the individual
student or onto a classroom screen for the entire class to view; these transcriptions
benefit students who have difficulty hearing and also students whose first language
is not English. The notes can be posted on a course Web site after class.
Wear a cordless microtransmitter, if asked. Students who cannot take notes and
need to record class sessions and students who use assistive listening devices may
ask you to wear a cordless microphone. When you do so, remember to describe
the visual elements of your presentation (computer displays, board work, demonstrations). If you are concerned about a student’s reuse of the course material,
ask the student to sign an agreement not to make copies of the recordings, not
to share the recordings with others, and to erase the recordings at the end of
the term.
Provide pointers on how to master the material. Advice can be helpful to all
students, not just those with disabilities. Consider the following teaching strategies (adapted from Stage and Milne, 1996; Swanson and Hoskyn, 1998; Tincani,
2004):
• List key objectives for the week’s readings.
• When lecturing, use advance organizers that build on what students already
know and provide the context for new information.
• When lecturing, make easily recognizable the step-by-step progression from
subtopic to subtopic.
• Use concrete examples and visual demonstrations to reinforce learning.
• Review effective study strategies such as underlining important concepts,
constantly reviewing the material, blocking out time for studying, spending
time in the library in a study atmosphere, and setting goals on a short-term
daily checklist.
• Distribute practice test questions for midterms and finals.
• Encourage students to form study groups that meet outside of class.
Make reading lists available in advance. Students who rely on readers or
need Braille, large-print, computer disks, or tape-recorded versions of books and
Students with Disabilities
79
articles will appreciate as much notice as possible. By midsemester these students hope to obtain the reading lists for the courses they anticipate taking the
following term.
Class Participation
Arrange for classroom participation or an alternative activity. Students whose
disability prevents them from raising their hand to answer or ask questions may
feel isolated or ignored in class. During your first private meeting with such a student, ask how he or she wishes to be recognized in the classroom. Some students
will want to be called on; others may wish to make other arrangements for getting
their questions answered. Students whose disability prevents them from reading
aloud or answering questions in class may wish to develop alternatives.
Address the student, not the aide. When talking to a student who has an assis-
tant, briefly greet and acknowledge the assistant’s presence but look at and address
the student. If you are engaging in more than a quick exchange with a student
who uses a wheelchair, pull up a chair, sit down, and talk at eye level (but do not
lean on, touch, or push the wheelchair unless you are asked to).
Actively moderate all class discussions. As needed, repeat students’ comments
or questions and identify the speaker. Try to ensure that only one student speaks
at a time. Listen attentively when a student with a speech disability is speaking; do not finish a student’s sentences or interrupt. If you are having difficulty
understanding a student, repeat what you have understood and ask the student
to confirm, repeat, or rephrase.
Give alternatives for oral presentations, as needed. Oral presentations may
pose difficulties for students who have a speech disability. Some students will want
to give their presentations without assistance, but others may want the help of
an interpreter. Still others may want to write out their presentation and ask an
interpreter or another student to read it to the class.
Exams
Be attentive to the format of exams. Exams are supposed to measure students’
knowledge or mastery of course content, but the format of an exam inevitably tests
other skills as well. For example, success on a print test depends on visual-processing
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Responding to a Changing Student Body
capabilities, success on an essay test depends on fine-motor skills, and success on an oral
exam depends on auditory-processing skills. When a student’s disability interferes with
his or her opportunity to demonstrate mastery, an accommodation may be needed.
(Sources: Barstow et al., 2002; Brinckerhoff et al., 2002)
Design print exams for universal access. The Disabled Students’ Program at the
University of California at Berkeley recommends the following:
• Use a large, dark font, and double - space or triple - space between test
items.
• Avoid cramming too many questions or math problems on a single page.
• Group similar types of items together (for example, true-false, short answer)
with extra space between types.
• If possible, eliminate matching items that are difficult to read aloud or on
tape.
• As appropriate, allow students to circle answers on the test rather than fill
in ovals on a Scantron sheet.
Provide appropriate test-taking conditions. The disability services office may
authorize one or more of the following accommodations:
• an aide to read the test aloud or to write down the student ’s dictated
answers
• a large-print version of the test
• a room that has better lighting, fewer distractions, or special technology
• an extended exam period, with or without scheduled breaks
• the option of substituting an oral exam for a written exam, or a written exam
for an oral exam, or a multiple-choice exam for an essay exam
Grade exams as you usually do. When students receive accommodations for
taking an exam, there is no need to extend leniency to grading. Of course, grading students more harshly because they had, say, the “advantage” of extra time
would nullify the effect of the accommodation.
Laboratory Courses
Review safety and evacuation procedures. Ask your campus facilities office
about adding auditory or visual emergency warning systems as needed.
Students with Disabilities
81
As needed, adjust the furniture, equipment, and experiments. Give students
a tour of the lab and ask what accommodations might be necessary. Consult
with your campus facilities office for guidelines and temporary adjustments—
for example, how to make counters, sinks, equipment, and fume hoods accessible to students who use wheelchairs. Adaptive lab equipment such as talking
thermometers, tactile timers, tactile syringes, and light probes may make it possible for students with visual disabilities to conduct lab experiments. Providing
C-clamps for holding objects and single-action-lever controls in place of knobs can
be helpful to students who have mobility disabilities. Labeling equipment, tools,
and materials can be helpful to students with learning disabilities. For detailed
advice, see the University of Washington DO-IT Web site on “Science Labs.”
Provide a personal lab assistant. A faculty-selected personal lab assistant famil-
iar with lab procedures can help students carry out tasks they would otherwise be
unable to accomplish. (Source: Pence et al., 2003)
Consider alternative arrangements. You may be able to adapt lab exercises and
experiments to accommodate a student’s disability by substituting easier-to-use
equipment, by structuring some lab assignments as group work, or by providing
a lab assistant. (Source: Womble and Walker, 2001)
Explore virtual lab experiments. Some students may benefit from performing
experiments online, where the levels of dexterity and strength are less demanding
than in a lab. (Source: Martínez-Jiménez et al., 2003)
Behavioral Risk Assessment
Be alert for worrisome behavior. The transition to college life may be particu-
larly stressful for students with disabilities. These difficulties are compounded
when students choose not to take their medication. If you are concerned about a
student’s behavior—acting out, severe withdrawal, or excessively violent or bizarre
writing—consult with campus counseling experts for best next steps. Mental
health experts offer these recommendations (adapted from Cohen, 2007):
• Be specific as possible with the student in stating your observations and reasons
for concern.
• Let the student discuss his or her feelings and thoughts.
• Avoid criticizing or making judgments.
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Responding to a Changing Student Body
• Listen carefully and, as necessary, confirm your understanding by repeating
what the student has said.
• Do not try to counsel the student. Make a referral to your campus counseling
center, or schedule an appointment by phone while the student is in your office.
• If a student resists referral, contact your counseling service and express your
concerns.
Try to distinguish between psychological distress and rebellious behavior or an
active imagination. In their attire and conduct, college students are experiment-
ing with new roles and attitudes. Not every student who wears sunglasses indoors
and sits alone in the back row is in need of counseling. Similarly, not every short
story that features mayhem and violence is a symptom of psychosis. Sometimes,
though, dramatic behavior is a cry for help or a cry for attention, and these should
not be ignored. In particular, threats directed at any member of the campus community should be immediately addressed by bringing the issue to your department
chair. The Virginia Tech English department has developed a helpful guide for
instructors called “Responding to Disturbing Creative Writing” (available on the
Virginia Tech Web site) which describes steps to take when a student’s creative
work raises concerns.
Deal directly with students’ extreme emotional states. Experts at University
of California at Berkeley’s Counseling and Psychological Services make these
recommendations:
• Maintain a poised, not fearful, posture, and place yourself behind a table or
chair or near an exit, if possible.
• Speak in a calm, matter-of-fact tone.
• Limit interaction: don’t press for explanations; don’t argue; don’t become hostile or punitive.
• State instructions and consequences clearly; repeat as necessary.
Discuss your concerns with others on campus. If you fear that a student poses
a danger to self or others, alert your department chair or dean. If your campus
has a behavioral risk assessment team, contact them as well.
References
American Psychological Association. Enhancing Your Interactions with People with Disabilities.
Washington, DC: American Psychological Association, Public Interest Directorate, 1999.
Students with Disabilities
83
Aune, B. “Career and Academic Advising.” In H. A. Belch (Ed.), Serving Students with
Disabilities. New Directions for Student Services, no. 91. San Francisco: Jossey-Bass, 2000,
pp. 55–67.
Barstow, C., McKell, M., Rothberg, M., and Schmidt, C. “IMS Guidelines for
Developing Accessible Learning Applications.” 2002. http://www.imsglobal.org/
accessibility/accessiblevers/index.html
Belch, H. A. “Retention and Students with Disabilities.” Journal of College Student Retention.
2004–05, 6(1), 3–22.
Bourke, A. B., Strethorn, K. C., and Silver, P. “Faculty Members’ Provision of Instructional
Accommodations to Students with LD.” Journal of Learning Disabilities, 2000, 33(1), 26–32.
Brinckerhoff, L. C., McGuire, J. M., and Shaw, S. F. Postsecondary Education and Transition for
Students with Learning Disabilities. (2nd ed.) Austin, TX: PRO-ED, 2002.
Brothen, T., Wambach, C., and Hansen, G. “Accommodating Students with Disabilities:
PSI as an Example of Universal Instructional Design.” Teaching of Psychology, 2002, 29(3),
239–240.
Burgstahler, S. E. “Accommodating Students with Disabilities: Professional Development
Needs of Faculty.” In C. M. Wehlburg and S. Chadwick-Blossey (Eds.), To Improve the
Academy. Vol. 21. San Francisco: Jossey-Bass/Anker, 2003.
Burgstahler, S. E., and Cory, R. C. (Eds.). Universal Design in Higher Education: From Principles to
Practice. Cambridge, MA: Harvard Education Press, 2008.
Chiba, C., and Low, R. “A Course-Based Model to Promote Successful Transition to College for Students with Learning Disorders.” Journal of Postsecondary Education and Disability,
2007, 20(1), 40–53.
Cohen, A. S. From Documentation to Accommodation: The Disability Service Provider’s Guide to Supporting Students with Psychiatric Disabilities. Horsham, PA: LRP Publications, 2007.
Gill, C. J., Kewman, D. G., and Brannon, R. W. “Transforming Psychological Practice
and Society: Policies That Reflect the New Paradigm.” American Psychologist, 2003, 58(4),
305–312.
Hartman-Hall, H. M., and Haaga, D. A. “College Students’ Willingness to Seek Help for
Their Learning Disabilities.” Learning Disability Quarterly, 2002, 25(4), 263–74.
Henderson, C. College Freshmen with Disabilities, 2001: A Biennial Statistical Profile. Washington,
DC: American Council on Education/HEATH Resource Center, 2001.
Hodge, B. M., and Preston-Sabin, J. Accommodations—Or Just Good Teaching? Strategies for Teaching College Students with Disabilities. Westport, CT: Praeger, 1997.
Keller, F. S. “Good-Bye, Teacher . . . .” Journal of Applied Behavior Analysis, 1968, 1(1), 79–89.
Kleege, G. Disabled Students Come Out: Questions without Answers. In S. L. Snyder,
B. J. Brueggemann, and R. Garland-Thomson (Eds.) Disability Studies: Enabling the Humanities.
New York: Modern Language Association of America, 2002.
Lewiecki-Wilson, C., and Brueggemann, B. J. (Eds.). Disability and the Teaching of Writing:
A Critical Sourcebook. Boston: Bedford/St. Martin’s, 2008.
Longmore, P. K. Why I Burned My Book and Other Essays on Disability. Philadelphia: Temple
University Press, 2003.
Martínez-Jiménez, P., Pontes-Pedrajas, A., Polo, J., and Climent-Bellido, M. “Learning in
Chemistry with Virtual Laboratories.” Journal of Chemical Education, 2003, 80(3),
346–52.
Michalko, R. The Difference That Disability Makes. Philadelphia, PA: Temple University Press, 2002.
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National Center for Education Statistics. Profile of Undergraduates in U.S. Postsecondary Institutions: 1999–2000. National Postsecondary Student Aid Study. Washington, DC: National
Center for Education Statistics, U.S. Department of Education, 2002.
Olkin, R. “Could You Hold the Door for Me? Including Disability in Diversity.” Cultural
Diversity and Ethnic Minority Psychology, 2002, 8(2), 130–137.
Pence, L. E., Workman, H. J., and Riecke, P. “Effective Laboratory Experiences for
Students with Disabilities: The Role of a Student Laboratory Assistant.” Journal of
Chemical Education, March 2003, 80(3), 295–298.
Pledger, C. “Discourse on Disability and Rehabilitation Issues: Opportunities for Psychology.”
American Psychologist, 2003, 58(4), 279–284.
Scott, S. S. “Accommodating College Students with Learning Disabilities: How Much Is
Enough?” Innovative Higher Education, 1997, 22(2), 85–99.
Scott, S. S., McGuire, J. M., and Shaw, S. F. Universal Design for Instruction: A New Paradigm
for Adult Instruction in Postsecondary Education. Remedial and Special Education, 2003, 24(6),
369–379.
Silver, P., Bourke, A., and Strehorn, K. C. Universal Instructional Design in Higher
Education: An Approach for Inclusion. Equity and Excellence in Education, 1998, 31(2),
47–51.
Simon, J. “Legal Issues in Serving Students with Disabilities in Postsecondary Education.”
In H. A. Belch (Ed.), Serving Students with Disabilities. New Directions for Student Services,
no. 91. San Francisco: Jossey-Bass, 2000, pp. 69–81.
Sireci, S. G. “Unlabeling the Disabled: A Perspective on Flagging Scores from Accommodated Test Administrations.” Educational Researcher, 2005, 34(1), 3–12.
Stage, F. K., and Milne, N. V. “Invisible Scholars: Students with Learning Disabilities.” Journal of Higher Education, 1996, 67(4), 426–445.
Swanson, H. L., and Hoskyn, M. “Experimental Intervention Research on Students with
Learning Disabilities: A Meta-Analysis of Treatment Outcomes.” Review of Educational
Research, 1998, 68(3), 277–321.
Tincani, M. “Improving Outcomes for College Students with Disabilities: Ten Strategies for
Instructors.” College Teaching, 2004, 52(4), 128–132.
Womble, M. D., and Walker, G. R. “Teaching Biology to the Visually Impaired: Accommodating Students’ Special Needs.” Journal of College Science Teaching, 2001, 30(6), 394–396.
7
Reentry and Transfer
Students
Reentry students (often defined as students twenty-five years and older who have
not attended school for at least two years) and transfer students constitute more
than half the undergraduate student body nationwide (Bash, 2003). Despite their
numbers, reentry and transfer students may feel out of step with students who
started on campus as freshmen.
Compared to younger students, reentry students tend to be more motivated
and to bring a more practical, problem-solving orientation to learning; they often
treat their professors as peers; and they are usually clearer about their educational
goals (Bean and Metzner, 1985; Bishop-Clark and Lynch, 1992). Most reentry
students arrive with work-related goals (Aslanian, 2001; Hagedorn, 2005), and
they tend to outperform younger students in the classroom (Hagedorn, 2005;
Richardson and King, 1998). Faculty have described reentry students as highly
motivated and excited about learning (Giczkowski, 1992), and their presence and
participation can considerably enrich the educational experiences of all students.
Some transfer students are also older (Cohen and Brawer, 2002), but the
average age of transfer students has been declining (Adelman, 2005). At the same
time, the number of transfer students attending four-year schools has been rising.
Contrary to stereotypes, students transferring from two-year schools can be the
academic equals of their third-year classmates at the destination school.
One common challenge for transfer students, regardless of age, is the culture
shock they feel on a new campus with a different (often less teaching-focused)
system of instruction and where they have few friends or extracurricular ties
(Bingham-Newman and Hopkins, 2004). They may feel less connected to the
campus and to their classmates.
The suggestions on the following pages can help you meet the challenges and
opportunities of working with reentry and transfer students.
General Strategies
Avoid stereotyping your students. For example, do not make assumptions about
your students’ academic abilities based on their status as reentry or transfer
85
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students and avoid considering them a homogeneous group with the same challenges, values, attitudes, or goals. (Source: Donaldson and Townsend, 2007)
Be aware of the dynamics between younger and older students. In general,
both younger and older students view the mixed-age classroom as a positive experience. Help students appreciate each other’s viewpoints and help them recognize
how different perspectives enliven and enrich discussions. (Sources: Howard et al.,
1996; Lynch and Bishop-Clark, 1993)
Help students make the transition to a four-year college. Older students who
have never attended college or who did poorly in college the first time around may
feel nervous about their academic abilities. Help these students feel comfortable in
your classroom by offering reassurance and expressing confidence in their skills.
(Source: Ross-Gordon, 2003)
Be sensitive to students’ logistical constraints. Many reentry students are jug-
gling family responsibilities, job commitments, social and community obligations,
and commuting. Attending field trips and weekend or evening activities may pose
special problems for these students, and commuting students may have limited
access to campus resources, labs, and tutorial services. As appropriate, try to
develop online resources that can surmount logistical problems.
Creating Connections
Encourage students to participate in campus life. All students thrive when they
feel comfortable and connected to the intellectual life of the campus. Make efforts
to help your students feel a part of campus life, and encourage reentry and transfer students to network and problem-solve with one another. As appropriate, help
students make contact with other faculty and staff. Small groups, discussions, and
other interactive strategies can foster peer connections. (Source: Donaldson et al.,
2000; Ross-Gordon, 2003)
Help reentry and transfer students find on-campus jobs. Approximately 50
percent of four-year college students and 80 percent of two-year college students
work part-time. Research shows that those who work on campus, rather than off
campus, tend to be more satisfied with their undergraduate experience and tend
to feel more connected to the campus—two factors that lead to higher graduation rates. (Source: Astin, 1993; Kodama, 2002; National Center for Education
Statistics, 2005)
Reentry and Transfer Students
87
Help transfer students with recommendations. Transfer students are at a
disadvantage because they have a shorter time to build relationships with their
instructors, which lay the basis for a recommendation to graduate school or career
opportunity. Be open to writing recommendations for these students.
Teaching Practices
Emphasize teaching practices known to be especially effective with adult
learners. These good teaching practices will help all students: presenting material
clearly, being well organized, creating a comfortable learning environment, adapting
to students’ diverse needs, incorporating active learning strategies into the course,
and demonstrating concern for students’ learning. (Source: Donaldson et al., 1993)
Adopt participatory pedagogical styles. All students benefit from active learning
strategies, but older students are less likely to tolerate being lectured to; they will want
to interact, discuss, ask questions, and experiment. (Source: Wircenski et al., 1999)
Incorporate group work into instruction. The life experiences of reentry
students can enrich classroom discussion by providing examples that illustrate
theories and general principles. Capitalize on these resources by assigning collaborative learning activities that permit students to work together in small groups.
Take advantage of reentry students’ capacity for self-direction. Most reentry
students are used to working independently and autonomously. Opportunities
for independent study and choices in assignments acknowledge and reinforce
these students’ learning abilities and styles. See Chapter 27, “Undergraduate
Research.” (Source: Ross-Gordon, 2003)
Vary the way you present course content. When working with traditional-age
students, one business professor finds it most effective to introduce a new concept
or idea by first discussing the theory and then presenting some applications. With
older students, in contrast, he finds that they become more engaged when he begins
with the applications and then moves to the theory. (Source: Watkins, 1990)
Returning Veterans
Avoid stereotyping veterans. Some veterans have seen combat, others have not.
Some veterans have political views that differ from the majority of students on
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Responding to a Changing Student Body
campus, others do not. Some have symptoms of post-traumatic stress disorder,
others do not. In other words, do not make assumptions about a student’s experiences, values, or mental health based solely on his or her military service.
Help veterans cope with culture shock and make the transition to college life.
Returning to campus life after active duty may leave students feeling out of place, disconnected, or anxious about their academic performance or the possibility of being
redeployed. Be patient with students as they adjust to new circumstances and, as
needed, encourage them to take advantage of campus support services such as tutoring and counseling. Some veterans may be worried about competing academically.
Help them see their strengths and resiliency, and let them know you have confidence
in their ability to succeed. Experts who work with veterans at the University of
Texas, University of California at Berkeley, and University of Minnesota also make
the following recommendations for veterans entering college:
• Limit the number of units each term to a reasonable course load or seek a
reduced load.
• Get involved in school activities or organizations to connect to the larger campus community and build a support network.
• Limit exposure to traumatic information from news outlets.
• Volunteer on or off campus in activities of interest.
• Follow a daily schedule to stay organized.
Become familiar with campus support services. Your campus may have a vet-
erans office that can help returning military personnel find tutors, arrange for
work-study employment, make connections with local veterans groups, and advise
about campus and military paperwork. Veterans who have a disability are entitled
to services from your campus’s disability programs. For advice on students with
disabilities, see Chapter 6, “Students with Disabilities.”
Respect students’ privacy. Some students may prefer that others do not know
about their military service. Some may mention their service to an instructor but
not to other students because they do not want to risk being stereotyped or they
do not want to be asked about their experiences.
References
Adelman, C. Moving into Town—and Moving On: The Community College in the Lives of TraditionalAge Students. Washington, DC: U.S. Department of Education, 2005.
Aslanian. C. B. Adult Students Today. New York: College Board, 2001.
Reentry and Transfer Students
89
Astin, A. W. What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass, 1993.
Bash, L. Adult Learners in the Academy. San Francisco: Jossey-Bass/Anker, 2003.
Bean, J. P., and Metzner, B. S. “A Conceptual Model of Nontraditional Undergraduate Student Attrition.” Review of Educational Research, 1985, 55(4), 485–540.
Bingham-Newman, A. M., and Hopkins, R. L. Transfer Students: An Overview. In T. J. Kerr,
M. C. King, and T. Grites (Eds.), Advising Transfer Students: Issues and Strategies. National
Academic Advising Association, Monograph Series, no. 12, 2004.
Bishop-Clark, C., and Lynch, J. M. “The Mixed-Age College Classroom.” College Teaching,
1992, 40(3), 114–117.
Cohen, A. M., and Brawer, F. B. The American Community College. (4th ed.) San Francisco:
Jossey-Bass, 2002.
Donaldson, J. F., Flannery, D., and Ross-Gordon, J. “A Triangulated Study Comparing Adult
College Students’ Perceptions of Effective Teaching with Those of Traditional Students.”
Continuing Higher Education Review, 1993, 57(3), 147–165.
Donaldson, J. F., Graham, S. W., Martindill, W., and Bradley, S. “Adult Undergraduate Students: How Do They Define Their Experiences and Their Success?” Journal of Continuing
Higher Education, 2000, 48(2), 2–11.
Donaldson, J. F., and Townsend, B. K. “Higher Education Journals’ Discourse about Adult
Undergraduate Students.” Journal of Higher Education, Jan/Feb 2007, 78(1), 27–50.
Giczkowski, W. “The Influx of Older Students Can Revitalize College Teaching.” Chronicle of
Higher Education, March 25, 1992, B3.
Hagedorn, L. S. “Square Pegs: Adult Students and Their ‘Fit’ in Postsecondary Institutions.”
Change, Jan.–Feb., 2005, 22–29.
Howard, J. R., Short, L. B., and Clark, S. M. “Students’ Participation in the Mixed-Age College Classroom.” Teaching Sociology, 1996, 24(1), 8–24.
Kodama, C. M. “Marginality of Transfer Commuter Students.” NASPA Journal, 2002, 39(3),
233–250.
Lynch, J. M., and Bishop-Clark, C. “Traditional and Nontraditional Student Attitudes
Toward the Mixed-Age College Classroom.” Innovative Higher Education, 1993, 18(2),
109–121.
National Center for Education Statistics. Indicator 30: Employment of College Students. Washington DC: U.S. Department of Education, 2005.
Richardson, J.T.E., and King, E. “Adult Students in Higher Education: Burden or Boon?”
Journal of Higher Education, 1998, 69(1), 65–88.
Ross-Gordon, J. M. “Adult Learners in the Classroom.” New Directions for Student Services,
no. 102. San Francisco: Jossey-Bass, Summer, 2003, 43–52.
Watkins, B. T. “Growing Number of Older Students Stirs Professors to Alter Teaching
Styles.” Chronicle of Higher Education, Aug. 1, 1990, A1, A12.
Wircenski, M., Walker, M., Allen, J., and West, L. “Age as a Diversity Issue in Grades K–12
and in Higher Education.” Educational Gerontology, 1999, 25(6), 491–500.
8
Teaching Academically
Diverse Students
Many undergraduate classes—especially large introductory and survey courses—
include students who have a range of academic abilities, interests, skills, and goals.
For instructors, the goal is to prevent the stronger students from becoming bored
or frustrated and yet to avoid overwhelming the weaker students. The suggestions
below are intended to help you meet the needs of both groups.
General Strategies
Determine what preparation students need before enrolling in your course.
Analyze how your course relates to lower-level and higher-level courses in your
department. In your course description and syllabus and during the first class
meeting, be clear about what knowledge or skills students must already possess in
order to succeed in your course.
Give students a pretest to help them determine whether they are prepared for
your course. At the first class meeting, give an in-class or online pretest, ask for a
writing sample, or make an introductory assignment that covers the material you
expect students to know. Direct inadequately prepared students to other courses or
resources, or assign them supplementary work early in the term. If underprepared
students want to enroll, remind them that they are responsible for catching up.
Teach to the level you expect students to reach. For most undergraduate classes,
you will want to teach at the level of the B student. When in doubt, it is better to overestimate rather than underestimate the level of the class. Students tend to learn more
when a course is conducted just above their comfort level. (Source: Lucas, 1990)
Course Structure
Prepare a reading list that reflects the academic diversity of the class. Your
reading list could include three sections: background reading for students who
need to review or acquire skills or knowledge to succeed in class; basic reading
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Teaching Academically Diverse Students
91
essential to the course; and in-depth reading, grouped by topic, for students who
wish to delve deeper.
Offer a “cafeteria menu” of assignments. Allow students to choose various com-
binations of assignments—each worth a specified number of points, reflecting the
difficulty or time required—to meet the course requirements. Weaker students may
prefer to submit a larger number of shorter or easier assignments, while stronger
students may choose to do one or two longer, more complex assignments.
Encourage students to learn from each other. Help students organize study
groups of five or six members; see Chapter 21, “Learning in Groups.” Or assign
partners to work on projects: the stronger student will develop skills in explaining and analyzing material, and the struggling student will benefit from the peer
tutoring. You might also encourage students to exchange drafts with classmates for
peer editing; see Chapter 34, “Helping Students Write Better in All Courses.”
Do not grade on a curve. Grading on a curve disadvantages the less well-
prepared students. Instead, grade students on clearly defined criteria. See Chapter
44, “Calculating and Assigning Grades.”
Monitoring Students’ Learning
Arrive early for class. Use the time before class to chat with students about how
well they are understanding the material and to answer questions they may have
from the last session or from the homework.
Ask questions during class. Asking questions about key concepts and ideas will
help you judge whether students are keeping up or falling behind. Have students
give definitions, associations, and applications of the ideas, or ask students to
name two or three key concepts or main ideas from the day’s session. See Chapter
32, “Informally Assessing Students’ Learning.”
Be aware of who is talking in class. Do the stronger students tend to domi-
nate the discussion? If so, be sure to direct your comments and questions to the
entire class, and ask follow-up questions of all students; see Chapter 9, “Leading
a Discussion.”
Watch for nonverbal cues. If you see students having trouble taking notes or sitting with blank or quizzical looks on their faces, stop and say, “I seem to be losing
some of you; let me explain this point another way.”
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Helping Students Who Are Having Difficulty
Early in the course, identify students who are struggling. If you give a quiz
or test during the first two or three weeks, you and your students will know how
well they are doing. Watch class attendance as well. When students feel lost or
overwhelmed by a course, they may stay away.
Ask to see students whose papers or tests are weak. At the top of the assign-
ment, issue an encouraging invitation: “I have some advice that will help you do
better work. See me during my office hours.” (Source: Eaton and Sleigh, 2003)
Try to determine the source of difficulty. When 250 students on academic probation
were asked to name the source of their problems, inadequate academic preparation
was not among these top ten answers: procrastination, missed class, stress, lack of
time management, lack of motivation, lack of study skills, test-taking problems, poor
study environment, inadequate study time, and inability to concentrate. Some
of these problems are, of course, beyond your control, but you might be able to
help procrastinators and students with poor time management skills by adding
more structure or intermediate deadlines to assignments. Other struggling
students may benefit from a referral to the campus tutoring center. (Source:
Kamphoff, n.d.)
Prepare supplementary materials. If some students find the assigned readings
too challenging, recommend other texts that explain the concepts in a different way. Prepare or call attention to glossaries that include short definitions and
examples.
Hold review sessions during office hours. Instead of slowing the pace of the
class, invite students who are having trouble with a particular topic to meet for
a group review during your office hours; schedule a classroom if your office is
too small.
Show students how to do the tasks you set for the class. Struggling students
are unlikely to benefit from broad admonitions to work harder. Often they need
advice on specific skills (how to read a journal article critically, how to move
from topic to thesis when writing a paper). Give students suggestions on four topics: reading text material for comprehension and retention, taking and reviewing
notes, studying and the amount of time to spend studying, and preparing for
exams. (Source: Forsyth, 2003)
Teaching Academically Diverse Students
93
Distribute copies of good papers or lab reports. Circulating copies of good
(B or B+) but not outstanding work helps students understand your standards
and expectations. Students can also compare their work against the models.
Always obtain permission from students before distributing their work.
Encourage graduate students or advanced undergraduates to mentor younger
students. Older, more advanced students, especially those who have overcome
academic difficulties of their own, can help first-year students work through problems related to time management and study habits. (Source: Bartlett, 2004)
Encouraging Your Best Students
Prepare supplementary materials. Give your best students opportunities for special assignments such as recommended readings, additional papers, or fieldwork.
Even those who do not follow through will appreciate the extra attention.
Use office hours for advanced exploration of a topic. During an office hour,
provide a group of students with an in-depth analysis of a topic that was covered
only briefly in class. Suggest follow-up independent study. For students who wish
to pursue specific topics in more detail, recommend enrollment in an independent
research course the following term.
Engage your best students in research. See Chapter 27: “Undergraduate
Research.”
References
Bartlett, T. “Back from the Brink: More Colleges Try to Help Students Who Struggle with
Their Courses.” Chronicle of Higher Education, May 14, 2004.
Eaton, R. F., and Sleigh, M. J. “Going the Extra Mile: Identifying and Assisting Struggling
Students.” APS Observer, 2003, 16(2), 21–22, 30–31.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Kamphoff, C. S. “Helping Students on Probation.” On Course Newsletter. n.d. http://www.
oncourseworkshop.com/Miscellaneous013.htm
Lucas, A. F. “Using Psychological Models to Understand Student Motivation.” In M. D. Svinicki
(Ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no. 42.
San Francisco: Jossey-Bass, 1990, pp. 103–114.
PART III
Discussion Strategies
9. Leading a Discussion
10.
Encouraging Student Participation in Discussion
11.
Online Discussions
12.
Asking Questions
13.
Fielding Students’ Questions
9
Leading a Discussion
Class discussion provides students with opportunities to develop their communication
skills and to acquire knowledge and insight through the face-to-face exchange of
information, ideas, and opinions. A lively, productive give-and-take discussion allows
students to articulate their ideas, respond to their classmates’ points, and develop
skills in thinking through problems and organizing evidence using the language and
methodologies of an academic discipline (McGonigal, 2005).
In large-enrollment courses, instructors can divide the class into smaller
groups for discussion; see Chapter 18, “Encouraging Student Participation in the
Large-Enrollment Course.”
General Strategies
Clarify your expectations at the beginning of the term. During the first week
of class and in the syllabus, define the role discussion will play in the course and
describe students’ responsibilities. Let students know that you expect everyone to
participate, that discussion is a time to test ideas and new perspectives, and that
the discussion will be more worthwhile if they come prepared.
Plan how you will conduct each discussion session. You will want to devise
assignments that prepare students for the discussion, compose a list of questions
to guide and focus the discussion, and identify appropriate in-class activities such
as pair work and brainstorming. Have in mind two or three ways that you might
begin the discussion, and leave time for an end-of-session wrap-up and synthesis.
Because discussion patterns tend to gel early in the term, devote extra effort to
the early sessions. (Source: Faust and Courtenay, 2002)
Sharpen students’ discussion skills. Help students develop the attitudes and skills
they need to participate. For example, identify the roles that make for lively, purposeful discussion, including “detective” (listening for unchallenged biases) and
“umpire” (listening for judgmental comments). Explain that conflicts are a natural
part of the discussion process, and describe ways to handle conflicts. Talk about
97
98
Discussion Strategies
the value of staying on point and not succumbing to digressions. (Sources:
Brookfield and Preskill, 2005; Kramer and Korn, 1999)
Sharpen your discussion skills. An effective discussion leader must be involved
in the discussion but also mindful of the group process. You will need to serve as
a gatekeeper (“Makayla, you’ve been quiet. Do you have something to add?”), a
mirror (“The group seems to be focusing on . . .”), an observer (“Why do we drift
into tangents whenever . . . comes up?”), a validator (“Great point!”), a negotiator
(“Can we come to consensus on this?”), and a reality tester (“Do you realize how
our comments can be interpreted?”). (Source: Forsyth, 2003)
Take cultural norms into account. Some of your students may have been
taught to be silent and respectful in class; others may have been taught that
interrupting and speaking loudly are natural when one feels passionately
about a topic. Help your students by identifying ground rules for discussion and
asking students who want additional guidance to see you after class. (Source:
Eberly Center for Teaching Excellence and Intercultural Communication
Center, n.d.)
Setting the Context for Discussion
Explain the ground rules for participation. For example, do students have to
raise their hand to speak? If you will call on students at random, do they have
a right to “pass” without penalty? If the class is small, you might involve the
students in setting the ground rules. (Source: Brookfield and Preskill, 2000)
Ask students what makes for an excellent class discussion. Either in writing
or small groups have students develop guidelines that they can refer to during
the term. Faculty who have posed this question report that students paint a vivid
picture of an engaged, energetic class: well-prepared students; wide participation;
respect for different opinions; thought-provoking questions; and thoughtful
listeners. (Source: teachers listserv of the University of California, Berkeley)
Give pointers about how to participate in a discussion. Explain that the
purpose of discussion is exploration—the search for more information and new
viewpoints to compare and test—not advocacy or battle. Stress the value of
listening carefully, tolerating opposing viewpoints, suspending judgment until all
sides have spoken, realizing that there may not be one right answer or conclusion,
and recognizing when one has not understood a concept or idea. Tiberius (1999,
Leading a Discussion
99
adapted from p. 64) recommends distributing a list of suggestions for discussion
participants:
• Seek the best answers rather than try to convince other people.
• Try to keep an open mind and not let your previous opinions or ideas get in
the way of your willingness to listen to others’ ideas.
• Practice listening by putting into your own words the point that the previous
speaker made before adding your own contribution.
• Avoid disrupting the discussion by introducing new issues; instead, wait until
the current topic reaches its natural end; if you wish to introduce something
new, let the group know that what you are about to say will raise a new topic
and that you are willing to hold your comment until people are finished
discussing the current topic.
• Stick to the subject and talk briefly.
• Avoid long stories, anecdotes, or examples.
• Give encouragement and approval to others.
• Seek out differences of opinion; they enrich the discussion.
• Be sympathetic and understanding of other people’s views.
Assign preparation activities. Accompany a reading assignment with questions
likely to arise during the discussion. Or ask students to conduct a “fact-finding mission”
to search the texts for factual evidence that clarifies a particular concept or problem.
Or ask students to come to class with a one- or two-paragraph position piece or several
questions they would like to be discussed. (Sources: Clarke, 1988; Cross, 2002)
Starting a Discussion
Refer to the study questions. Begin the discussion by raising one of the study
questions or by asking the class which of the study questions they found most
provocative or most difficult to answer.
Phrase questions so that students feel comfortable responding. Open with
a question that does not have a single correct answer. For example, instead of
asking for a definition (“What is entropy?”), ask the students to mention something
new that they learned (“What about entropy stands out in your mind?”) or to give
an example of the concept. Or give students a few minutes to write a response
to the question “What is the most important word in the first (or last) paragraph of
the reading? Why?” and begin the discussion with that question. (Sources: Kloss,
1996; Lowman, 1995; McKeachie and Svinicki, 2006)
100
Discussion Strategies
Ask for students’ questions. Tell students to come to class with one or two
questions about the reading: “Bring a provocative, intriguing question and a
sentence or two about why you would like the question to be discussed.” From
these questions, pick one at random to start the discussion. Or have students
divide into small groups to discuss their questions. (Source: Frederick, 1981)
Pose an opening question and have students divide into pairs to discuss. Give
pairs, trios, or small groups of students an explicit task: “Identify the two most
obvious differences between today’s and last week’s readings” or “Identify three
themes common to the reading assignments.” Give the groups a time limit and
ask them to select a spokesperson who will report back to the entire class. (Source:
Frederick, 1981)
Pose an opening question and have students spend five minutes writing a
response. Beginning a discussion with a short writing task gives students time to
think and enriches subsequent discussion. (Source: Lang, 2008)
Ask students to recall specific images from the reading assignment. Ask
students to volunteer one memorable image, scene, event, or moment from the
reading: “What images remain with you after reading the account of Wounded
Knee?” List these on the board and explore the themes that emerge. (Source:
Frederick, 1981)
Pose a controversial question and have students take a position. Ask students
for pro and con arguments or strong examples that support each position.
You can also ask students to argue the counterposition to a point they agree with.
This approach can lead students to understand the complexities of a controversy, rather than simply reinforce their initial views. (Source: Budesheim and
Lundquist, 1999)
Brainstorm. In a brainstorming exercise, anyone can contribute an idea (no
matter how bizarre or far-fetched), and each idea is written on the board or screen.
Free association, creativity, and ingenuity are the goal; no idea is questioned,
praised, or criticized during the exercise. Use brainstorming to encourage students
to produce a range of possible causes, consequences, solutions, reasons, or
contributing factors. After a set time (five minutes, for example) or when students
have run out of ideas, the group begins to evaluate all the ideas.
Ask students to respond to a brief questionnaire. Post or distribute a brief set
of questions and use the signed responses to open the discussion. “Amir, I see
you answered the first question in the negative. Ebba, I note that you disagree
Leading a Discussion
101
with Amir” or “Minh, your answer to question four is intriguing. Can you tell us
more?” (Source: Davis, 1976)
Have students write a few facts on index cards. Hand out blank index cards
and ask your students to write down two or three facts about a given topic; these
cards are not signed. Collect the cards, shuffle the deck, and draw a card at random. Read one fact from the card and ask students to comment or add related
information. (Source: Devet, 1995)
Use sentence completion exercises. Brookfield and Preskill (2005) suggest
the following prompts: “The question I’d most like to ask the author is
”;
“The idea I most take issue with is
”; “The part of the readings that is most
confusing is
.”
Guiding the Discussion
Take rough notes. Use these for summarizing the session. You might also note
areas that need clarification as well as students’ comments that can be used to
segue to other points.
Keep the discussion focused. List the day’s questions or issues on the screen
or board so that the class can see where the discussion is heading. Brief interim
summaries of the discussion are helpful, as long as the summaries do not cut off
the discussion prematurely.
Use nonverbal cues to encourage participation and maintain the flow. Eye
contact, nods of approval, and other signals will help keep students engaged. To shift
the mood and pace, you can move around, sit down, stand up, or write on the board.
(Sources: Faust and Courtenay, 2002; Rosmarin, 1987)
Return the discussion to the key issues. Redirect a discussion that gets off track:
“We seem to have lost sight of the original point. Let’s pick up the notion that . . .”
or “This is all very provocative, but we also need to talk about the government’s
response before we end today.”
Listen carefully to what students say. Be attentive to (adapted from Christensen,
1991):
• Content, logic, and substance. Does the student see the strengths and weaknesses of
his or her point? Has something important been left unsaid?
• Nuance and tone. Does the student sound confident or doubtful, engaged or
indifferent?
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Discussion Strategies
• Context. Does the student’s comment build on previous points and strengthen
the flow of the discussion?
• Consensus. Do students agree or disagree with the student’s comment?
Clarify students’ misunderstandings. Don’t let the discussion become bogged
down in confused statements: “Let’s clear up this misunderstanding before we
continue”; “We’ve covered some important points so far. Are you persuaded or
troubled by this line of thinking?” (Source: Lowman, 1995)
Vary the pace and tone. To spark participation, ask specific rather than general questions, or call on students who tend to express strong opinions. To calm
a discussion, pose abstract or theoretical questions, slow the tempo of your
voice, and avoid calling on opinionated students. (Sources: Christensen, 1991;
Rosmarin, 1987)
Be alert for signs that a discussion is faltering. Expect one or two lulls in the
discussion, but be prepared to move on when students’ attention is wandering.
Signs that a discussion is foundering include excessive hair-splitting or nitpicking,
repetition of points, private conversations, refusals to compromise, disruptive
attacks, and apathetic participation. Introducing a new question or activity can
jump-start the discussion. (Source: Tiberius, 1999)
Avert heated arguments. Remind students that intellectual conflict is essential to
academic discovery, but also point out the importance of cooperating, avoiding
personal attacks, and being tolerant of divergent points of view. If a discussion
risks becoming too heated, offer a calm remark (“Let’s slow down a moment” or
“Wait. It’s not helpful when five people speak at once”) and move on. (Source:
Johnson and Johnson, 1997)
Bring closure to the discussion. Announce that the discussion is ending: “Are
there any final comments before we pull these ideas together?” Use your closing
summary to emphasize two or three key points and to provide a framework for
the next session. (Source: Clarke, 1988)
Assign students to conduct the summary. At the beginning of the discussion,
select one or two students to be the summarizers of the major issues, concerns,
and conclusions generated during discussion. Or tell the class that you will
call on someone at the end of class to summarize. This strategy encourages
students to listen more carefully because they may be called upon to give the
summary.
Leading a Discussion
103
Ask students to write down and submit the question uppermost in their
minds. During the closing minutes of class, ask students to list one or two
questions and to turn these in anonymously. Use these questions to start the next
class meeting.
Evaluating the Discussion
Ask yourself a few evaluative questions. After class, spend a few minutes thinking
about these questions:
•
•
•
•
•
•
What portion of the class contributed to the discussion?
How much did you dominate the session?
What was quality of students’ comments?
What questions worked especially well?
How satisfied did the group seem?
Did students learn something new about the topic?
Occasionally save a few minutes for the students to assess the discussion. Ask
students to discuss or write their responses to the following questions: What is
going well with class discussion? What could be improved? Are you satisfied with
your participation in class discussion? (Source: Hollander, 2002)
Video-record the discussion. If you want to make a detailed analysis of how you
conduct discussions, video-record a session. One way to analyze the recording is
to note who undertakes which of the following activities (adapted from Davis,
1976, pp. 85–86):
• Initiating: proposing tasks or procedures, defining problems, identifying action
steps
• Eliciting: requesting information, inviting reactions, soliciting ideas
• Informing: offering information, expressing reactions, stating facts
• Blocking: introducing irrelevancies, changing the subject, questioning others’
competence
• Entrenching: expressing cynicism, posing distractions, digging in
• Clarifying: clearing up confusions, restating others’ contributions, suggesting
alternative ways of seeing problems or issues
• Clouding: creating confusion, claiming that words can’t “really” be defined,
remaining willfully puzzled, quibbling over semantic distinctions, obscuring
issues
104
Discussion Strategies
• Summarizing : pulling together related ideas, offering conclusions, stating
implications of others’ contributions
• Interpreting: calling attention to individual actions and what they mean
• Consensus proposing: asking whether the group is nearing a decision, suggesting
a conclusion for group agreement
• Consensus resisting: persisting in a topic or argument after others have decided
or lost interest, going back over old ground, finding endless details that need
attention
• Harmonizing: trying to reconcile disagreements, joking at the right time to
reduce tensions, encouraging inactive members
• Disrupting: interfering with the work of the group, trying to increase tensions,
making jokes as veiled insults or threats
• Evaluating: asking whether the group is satisfied with the proceedings or topic,
pointing out implicit or explicit standards the group is using, suggesting
alternative tasks and practices
As you observe your students’ behavior and your own, think about ways to
increase productive activities and decrease counterproductive ones. Ask a trusted
colleague or a faculty development expert on your campus to analyze and review
your recording with you.
References
Brookfield. S. D., and Preskill, S. Getting Lecturers to Take Discussion Seriously. In M.
Kaplan and D. Lieberman (Eds.), To Improve the Academy: Resources for Faculty, Instructional,
and Organizational Development. Vol. 18. Bolton, MA: Anker, 2000.
Brookfield, S. D., and Preskill, S. Discussion as a Way of Teaching: Tools and Techniques for
Democratic Classrooms. (2nd ed.) San Francisco: Jossey-Bass, 2005.
Budesheim, T. L., and Lundquist, A. R. “Consider the Opposite: Opening Minds through
In-Class Debates on Course-Related Controversies.” Teaching of Psychology, 1999, 26(2).
Christensen, C. R. The Discussion Teacher in Action: Questioning, Listening, and Response.
In C. R. Christensen, D. A. Garvin, and A. Sweet (Eds.), Education for Judgment: The Artistry
of Discussion Leadership. Boston: Harvard Business School, 1991.
Clarke, J. H. “Designing Discussions as Group Inquiry.” College Teaching, 1988, 36(4),
140–143.
Cross, K. P. “The Role of Class Discussions in the Learning-Centered Classroom.” The Cross
Papers. League for Innovation in the Community College, Educational Testing Service,
March 2002, no 6.
Davis, J. R. Teaching Strategies for the College Classroom. Boulder, CO: Westview Press, 1976.
Devet, B. “Using Index Cards to Introduce a Subject.” College Teaching, 1995, 43(1), 40.
Eberly Center for Teaching Excellence and Intercultural Communication Center. “Recognizing
and Addressing Cultural Variations in the Classroom.” Carnegie Mellon University, n.d.
Leading a Discussion
105
http://www.cmu.edu/teaching/resources/PublicationsArchives/InternalReports/
culturalvariations.pdf
Faust, D. F., and Courtenay, B. C. “Interaction in the Intergenerational Freshman Class:
What Matters.” Educational Gerontology, 2002, 28(5), 401–422.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Frederick, P. “The Dreaded Discussion: Ten Ways to Start.” Improving College and University
Teaching, 1981, 29(3), 109–114.
Hollander, J. A. “Learning to Discuss: Strategies for Improving the Quality of Class
Discussion.” Teaching Sociology, 2002, 30(3), 317–327.
Johnson, D. W., and Johnson, R. T. Academic Controversy: Increase Intellectual Conflict and
Increase the Quality of Learning. In W. E. Campbell and K. A. Smith (Eds.), New Paradigms for College Teaching. Edina, MN: Interaction Book Company, 1997.
Kloss, R. J. “Writing Things Down vs. Writing Things Up: Are Research Papers Valid?”
College Teaching, 1996, 44(1), 3–7.
Kramer, T. J., and Korn, J. H. Class Discussions: Promoting Participation and Preventing
Problems. In B. Perlman, L. I. McCann, and S. H. McFadden (Eds.), Lessons Learned: Practical
Advice for the Teaching of Psychology. Washington, DC: American Psychological Society, 1999.
Lang, J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge,
MA: Harvard University Press, 2008.
Lowman, J. Mastering the Techniques of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1995.
McGonigal, K. “Using Class Discussion to Meet Your Teaching Goals.” Speaking of Teaching,
2005, 15(1). (Newsletter of the Center for Teaching and Learning, Stanford University)
http://ctl.stanford.edu/Newsletter/discussion_leading.pdf
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Rosmarin, A. The Art of Leading a Discussion. In C. R. Christensen and A. J. Hansen
(Eds.), Teaching and the Case Method. Boston: Harvard Business School, 1987.
Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. London: Kogan Page, 1999.
10
Encouraging Student
Participation in Discussion
Students’ enthusiasm and willingness to participate affect the quality of class
discussion. Your challenge is to engage your students, keep them talking to each
other, and help them develop insights into the material. Roby (1988) warns
against falling into quasi-discussions—encounters in which students talk but
do not develop or criticize their own positions. Two common forms of quasidiscussion are “quiz shows” (where the teacher has the right answers) and “bull
sessions” (which are characterized by clichés, stereotypes, empty generalizations,
and aimless talking).
Class participation tends to increase when students feel confident, are
interested in the topic, and have good rapport with one another (Fassinger,
1997). The following suggestions are intended to help you create a classroom
in which students feel comfortable testing and sharing ideas.
General Strategies
Get to know your students. In classes of thirty or fewer, learn all your students’
names; see Chapter 3, “The First Days of Class” for suggestions. If you require
students to come to your office once during the first few weeks of class, you can
also learn about their interests. Class participation may improve after students
have had an opportunity to talk informally with their instructor.
Arrange seating to promote discussion. At a long seminar table, seat your-
self along the side rather than at the head. If it’s feasible, ask students to sit
in a semicircle so that they can see one another. If the discussion tends to be
dominated by students sitting closest to you, suggest that students change
seats. (Sources: Brookfield and Preskill, 2005; Faust and Courtenay, 2002;
Jensen et al., 2005)
Encourage students to meet one another. Students are more likely to participate
in class if they feel they are among friends. During the first week or two of class,
106
Encouraging Student Participation in Discussion
107
plan some activities that will help students get to know one another. For example,
ask students to introduce themselves and describe their background in the subject.
These introductions may also give you some clues about framing discussion
questions that address students’ interests. See Chapter 3, “The First Days of
Class” for suggestions. (Source: Faust and Courtenay, 2002)
Help students dispel faulty assumptions about class participation. Trosset
(2000) has identified the following false assumptions that hinder students from
participating:
•
•
•
•
•
•
Participation requires advocating a particular position.
Matters should not be discussed if the result is unlikely to be agreement.
Personal experience is the only source of legitimate knowledge.
All knowledge is merely opinion.
People have the right not to be challenged.
No one in the group should experience discomfort.
Increasing Student Participation
Create opportunities for all students to talk in class during the first two
weeks. The longer a student goes without speaking in class, the more difficult
it will be to speak up. Use small-group or pair work early in the term so that all
students can participate in nonthreatening circumstances.
Allow the class time to warm up. Arrive a few minutes early and talk informally
with students. Or open the class with a few minutes of conversation about relevant
current events, campus activities, or administrative matters.
Limit your own comments. Avoid the temptation to respond to every student’s
contribution. Instead, allow students to develop their ideas and respond to one
another.
Periodically divide students into small groups. Students may find it easier to
speak to groups of three or four. Divide students into small groups, have them
discuss a question for five or ten minutes, and then reconvene the class. Choose
topics that are focused and straightforward: “What are the two most important
characteristics of goal-free evaluation?” or “Why did the experiment fail?” Once
students have spoken in small groups, they may be less hesitant to speak to the
class as a whole.
108
Discussion Strategies
Assign leadership roles to students. Ask two or three students to lead a discussion
session during the term. Meet with the discussion leaders beforehand to go over
their questions and proposed format. Have the leaders distribute three to six
discussion questions to the class a week before the discussion.
Use tokens to encourage discussion. Try a “token economy” in which you award
tokens for participation that students can accumulate for extra credit or parlay into
an option such as not having to take a quiz. Or use poker chips when over- or
under-participation is a problem. One faculty member distributes three poker chips
to each student in her class. Each time a student speaks, a chip is turned over to
the instructor. Students must spend most of their chips by the end of the period.
Another faculty member uses sticky notes which students place on their desk each
time they speak. This gives an immediate visual sense of the contributions of
each student. (Sources: Boniecki and Moore, 2003; Cross, 2002; Lang, 2008)
Keeping the Discussion Going
Build rapport with students. Comment positively about a student’s contribution
and reinforce good points by paraphrasing or summarizing them. If a student
makes a good observation that is ignored by the class, point this out: “Thank you,
Steve. Karen also raised that issue earlier, but we didn’t pick up on it. Perhaps
now is the time to address it. Thank you for your patience, Karen.” (Source:
Tiberius, 1999)
Bring students’ outside comments into class. When students make a good
comment after class, through e-mail, or during office hours, ask if they are willing
to raise the idea in class. If they agree, introduce the comment in class by saying
something like “Jin, you were saying something about that in the hall yesterday.
Would you repeat it for the rest of the class?” If the student is reluctant, bring up
the issue yourself and give credit to the student.
Use nonverbal cues to encourage participation. Smile expectantly and nod as
students talk. Maintain eye contact with students. Look relaxed and interested.
Draw all students into the discussion. You can involve more students by asking
whether they agree with what has just been said or whether someone can provide
another example to support or contradict a point: “How do the rest of you feel
about that?” or “Does anyone who hasn’t spoken care to comment on the plans
for greening the campus?”
Encouraging Student Participation in Discussion
109
Give quiet students special encouragement. Some quiet students are just waiting
for a nonthreatening opportunity to speak. To help these students, you can try
these strategies:
• Arrange small-group (two to four students) discussions.
• Pose casual questions that don’t have a single correct answer: “What do you
remember most from the reading?” or “Which of the articles did you find to
be the easiest to understand?” (McKeachie and Svinicki, 2006).
• Assign a small specific task to a quiet student: “Carrie, would you find out for
next class session what Chile’s GNP was last year?”
• Bolster students’ self-confidence by writing their comments on the board.
• Stand or sit next to someone who has not contributed; your proximity may
draw a hesitant student into the discussion.
Discourage students who monopolize the discussion. Here are some ways to
handle dominating students:
• Ask everyone to jot down a response to your question; then choose someone
to speak.
• Enforce a minute or so of silent wait time after posing a question, allowing
students to structure a response (Bean and Peterson, 1998).
• Restate your desire for greater student participation: “I’d like to hear from
others in the class.”
• Avoid making eye contact with the talkative.
• Explain that the discussion has become too one-sided and ask the monopolizer
to help by remaining silent: “ Larry, since we must move on, would you
summarize your remarks, and then we’ll hear the reactions of other group
members.”
• Acknowledge the time constraints: “Our time is running out. Let’s set a
thirty-second limit on everybody’s comments from now on.”
• Speak to the monopolizer after class or during office hours. Tell the student that
you value his or her participation and wish more students contributed. If this
student’s comments are good, say so; but point out that learning results from giveand-take and that everyone benefits from hearing a range of opinions and views.
Tactfully correct wrong answers. Any type of put-down or disapproval will
inhibit students from speaking up. Say something positive about those aspects of
the response that are insightful or creative and point out those aspects that are off
base. Provide hints, suggestions, or follow-up questions that will enable students
to understand and correct their own errors.
110
Discussion Strategies
Grading Class Participation
Decide whether you want to grade student participation. Some faculty grade
students on their classroom participation, and on some campuses the practice
is common. This may benefit students who test poorly but who demonstrate a
depth of understanding by their comments during class. However, grading class
participation may discourage free and open discussion, making students hesitant
to talk for fear of revealing their ignorance or being perceived as trying to gain
grade points. Faculty also argue that thoughtful silence is not unproductive, and
that shy students should not be placed at a disadvantage simply because they
are shy. Some faculty regard the grading of participation as too subjective to be
defended if challenged. (Sources: Bean and Peterson, 1998; Hollander, 2002)
If you grade participation, select appropriate standards. Brookfield’s many
examples of kinds of participation (2006) include bringing in an article or a Web
URL that adds new information or perspectives; asking the group for a moment
of silence that gives others time to think; and paraphrasing or summarizing
previous comments. Bean and Peterson (1998) recommend using holistic rubrics
for scoring participation; for example, from “1” (is disruptive and rude) to “6”
(is well prepared, advances the conversation, shows interest and respect for others). If you use rubrics, share them with students at the beginning of the term so
they know how they will be graded.
Dancer and Kamvounias (2005) ameliorate the problem of the instructor’s
subjectivity by incorporating peer-to-peer evaluations. You can ask students to
rate each other: “How much did student X contribute to your learning in this
course?” You can involve the class in defining the criteria for assessment. For
example, classes have generated criteria such as “willing to take risks,” “limiting
participation to a reasonable amount,” and “providing new ways of thinking
about the material.”
Zaremba and Dunn (2004) and Lang (2008) describe examples of selfevaluation measures in which students rate their preparation and verbal and
nonverbal participation after each class session. When the student’s self-evaluation
is consistent with the instructor’s assessment, the student’s rating is recorded.
When they differ, the instructor’s takes precedence, and students receive an
explanation for the instructor’s rating.
Melvin (1988) describes a grading scheme based on peer and professor evaluation: students are asked to rate the class participation of each of their classmates
as high, medium, or low. If the median peer rating is higher than the instructor’s
rating of that student, the two ratings are averaged. If the peer rating is lower, the
student receives the instructor’s rating.
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Faculty who grade participation tend to make it 10–20 percent of the final
grade in the course.
References
Bean, J. C., and Peterson, D. “Grading Classroom Participation.” New Directions for Teaching
and Learning, no. 74. San Francisco: Jossey-Bass, 1998, pp. 33–40.
Boniecki, K. A., and Moore, S. Breaking the Silence: Using a Token Economy to Reinforce
Classroom Participation. Teaching of Psychology, 2003, 30(3), 224–227.
Brookfield, S. D. The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. (2nd ed.)
San Francisco: Jossey-Bass, 2006.
Brookfield, S. D., and Preskill, S. Discussion as a Way of Teaching: Tools and Techniques for
Democratic Classrooms. (2nd ed.) San Francisco: Jossey-Bass, 2005.
Cross, K. P. The Role of Class Discussions in the Learning-Centered Classroom. The Cross
Papers. League for Innovation in the Community College, Educational Testing Service,
March 2002, no. 6.
Dancer, D., and Kamvounias, P. “Student Involvement in Assessment: A Project Designed to
Assess Class Participation Fairly and Reliably.” Assessment and Evaluation in Higher Education,
2005, 30(4), 445–454.
Fassinger, P. A. “Classes Are Groups: Thinking Sociologically about Teaching.” College
Teaching, 1997, 45(1), 22–25.
Faust, D. F., and Courtenay, B. C. “Interaction in the Intergenerational Freshman Class:
What Matters.” Educational Gerontology, 2002, 28(5), 401–422.
Hollander, J. A. “Learning to Discuss: Strategies for Improving the Quality of Class
Discussion.” Teaching Sociology, 2002, 30(3), 317–327.
Jensen, M., Farrand, K., Redman, L., Varcoe, T., and Coleman, L. “Helping Graduate
Teaching Assistants Lead Discussions with Undergraduate Students: A Few Simple Teaching
Strategies.” Journal of College Science Teaching, 2005, 34(7), 20–24.
Lang, J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge,
MA: Harvard University Press, 2008.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Melvin, K. B. “Rating Class Participation: The Prof/Peer Method.” Teaching of Psychology,
1988, 15(3), 137–139.
Roby, T. W. Models of Discussion. In J. T. Dillon (Ed.), Questioning and Discussion: A Multidisciplinary
Study. Norwood, NJ: Ablex, 1988.
Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. London: Kogan Page, 1999.
Trosset, C. Obstacles to Open Discussion and Critical Thinking: The Grinnell College
Study. In D. DeZure (Ed.), Learning from Change: Landmarks in Teaching and Learning in Higher
Education from Change Magazine, 1969–1999. Sterling, VA: Stylus Publishing, 2000.
Zaremba, S. B., and Dunn, D. S. “Assessing Class Participation through Self-Evaluation:
Method and Measure.” Teaching of Psychology, 2004, 31(3), 191–193.
11
Online Discussions
Successful online discussion requires careful planning of purpose and structure,
as well as active instructor supervision. In the absence of these factors, online
discussions are often of little value, and students show little enthusiasm for them
(Pena-Shaff et al., 2005; Williams and Pury, 2002). Be clear on what you want
your online discussion to accomplish. Online discussion should be an integral
part of the course, not an add-on and not busywork. If online discussion appeals
to you as a way to have more class time to lecture, consider moving some lecture
material online in order to free some class time for discussion (Keefe, 2003;
Silverstein, 2006). If regular participation in an online discussion group is a course
requirement, reduce the other homework accordingly.
General Strategies
Use your campus learning management system. Your learning management
system or collaborative and learning environment may include software for
conducting online discussions. Current technology offers three ways to structure
online discussion:
• Mail-lists and listservs allow instructors and individual students to exchange
e-mail messages with everyone in the class.
• Discussion boards (bulletin boards, forums) are Web sites where students can post
messages and read all their classmates’ messages. The messages are usually
threaded (grouped by subject line and displayed in chronological sequence).
• Chat sessions allow for real-time typed conversations at a Web site.
Real - time online chat is useful for distance learning, but it seems to be
less effective than discussion boards for classes that have face-to-face meetings.
Online chat also poses difficulties in maintaining focus; sometimes, too, it is
hard to tell whether a participant has completed a response or is pausing to
compose a thoughtful comment. For these reasons and others, most instructors
prefer discussion boards to online chat. (Sources: Bauer 2002; Kirkpatrick,
2005)
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113
Create a course blog. Some instructors use blogging software to organize
online course materials and to facilitate online exchanges among students. Other
instructors have found that blogging is not particularly effective for promoting
student interaction. (Source: Krause, 2005)
Planning a Discussion Board
Coordinate online, offline, and in-class work. For example, will students identify
questions in class that they will then explore in online discussion? Will students
be assigned projects to complete in online groups? How will ideas or consensus
opinions generated online be introduced into classroom discussion, papers, or
tests? Instructors who use online discussion agree that it does not supplant the
need for face-to-face discussion in the classroom. (Source: de Bruyn, 2004)
Control the size of online discussion groups. Experienced faculty recommend
that groups contain four to twelve students, and no more than twenty students. In
large courses, you can list a set of discussion topics and let students choose which
discussion to join. Or you can divide your class into three groups—one to pose
questions, one to respond to questions, and one to summarize and comment—
and have students rotate groups throughout the term. One instructor suggests
dividing a class of twenty-five students into two groups, which post online during
alternate weeks. (Source: Bryant, 2005)
Set expectations for participation. Tell students how many times (or how often)
you expect them to log on and to post; experienced faculty recommend twice
a week. State how their online participation (both attendance and quality of
participation) will affect their course grades. Some faculty assign bonus points
for high-quality contributions; others weigh online participation as 10 percent or
less of the course grade. Bauer (2002) provides examples of rubrics for grading
student participation in online discussions, including type of comments. (Sources:
Bauer, 2002; Bender, 2003)
Devise focused questions or specific tasks. It is usually better to dedicate online
discussion to problem-solving rather than to broad questions, although it can be
effective to ask students to explore and reach consensus on an open-ended question
within a set time period. Other tasks for discussion boards include creating exam
questions for the midterm or final; making a substantive reply to four classmates,
with each student then posting how the feedback has affected his or her thinking; engaging a guest discussant who is an author of one of the readings; and
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conducting a debate in which students argue for or against a particular position.
(Source: Greenlaw and DeLoach, 2003)
Explain the ground rules. The following guidelines are adapted from Gajadhar
and Green (2005); Palloff and Pratt (2007); Pena-Shaff, Altman, and Stephenson
(2005); Sevilla and Wells (2002); and Wakley (2002):
• Write informative subject lines.
• When responding to a previous comment, mention the specific point to
which you are responding.
• Keep comments short but include supporting logic and details. Avoid postings
like “Me too,” “Good point,” or “Don’t think so.”
• When you present an opinion, support it with evidence or data.
• Ask for clarification if you don’t understand a point someone has made.
• Communicate agreement as well as disagreement, and state your reasons.
• Carefully proofread your post.
• Assume that all participants have good intentions.
• Wait 24 hours before responding to a post that you perceive as negative to
let your emotions settle down.
• Expect conflict as part of the group process.
• Be willing to change your mind.
• Adhere to general rules of civility, courtesy, and mutual respect.
Establish the style of response. How formal or informal do you expect students’
posts to be? Describe and give examples of the style you expect them to follow.
You may also wish to set standards for permissible language and to require all
participants to identify themselves by name. Students who are new to discussion
boards may appreciate seeing examples of thoughtful and courteous posts.
(Sources: Bender, 2003; Lawrence et al., 2005)
Help students manage the message volume. Students may need tips on sorting
and keeping track of the threads or e-mail messages that most interest them. Suggest
that students scan the posts every day or two, rather than face an overwhelming
stack of messages twice a week. (Source: Aitken and Shedletsky, 2002)
Conducting Online Discussions
Launch the discussion. Establish a welcoming, encouraging tone, and let students
see that you are paying attention. Compliment participants online and in or after
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class, and incorporate, as appropriate, students’ comments into your postings.
Make an occasional short substantive comment, but focus on prompting students
to expand their comments: “Miguel, is what you’re saying consistent with what
Sumi said?” or “Sumi, what alternative explanations could you add to the one
you’ve stated?” When discussion is flowing well, praise the quality of discussion.
(Sources: Bender, 2003; Muilenburg and Berge, 2000)
Pose questions at different levels. Effective questions are the key to starting and
maintaining discussion (see Chapter 12, “Asking Questions”). Students tend to
ignore vague or overly broad questions. You can also prompt discussion with
sentence-completion exercises, a problem or scenario, or by playing devil’s advocate. (Sources: Bender, 2003; Muilenburg and Berge, 2000)
Facilitate the discussion. Encourage active student-to-student participation. Ask
for clarification, point out contradictory statements, or energize the discussion if
needed, but try to stay in the background. Research shows that frequent postings
by instructors do not result in greater student participation. (Sources: Mazzolini
and Maddison, 2003; Oren et al., 2002)
Launch and manage discussion threads. Start a thread for procedural questions,
so that these exchanges will be separate from the substantive discussion. Announce
general topics for discussion, and seed the discussion by posing an opening
question. Archive any threads that have served their purpose and are cluttering
the site. Especially at the beginning of the course, monitor how well students
are respecting the boundaries of existing threads and starting new ones when
appropriate. In a threaded discussion, require students to comment on previously
posted questions before adding comments of their own. Remind students to
respond to pertinent comments on their own earlier questions or comments.
(Source: de Bruyn, 2004)
Watch out for orphaned comments and silent students. Sometimes students’
comments or questions get little or no response from other students. The authors
of these orphaned comments may become discouraged and drop out of the
discussion. If you see this dynamic, gently remind students to respond to the
orphaned comment. When quieter students participate, give them a supportive
response. (Source: Pena-Shaff et al., 2005)
Monitor and instruct students in the use of subject lines. Remind students
that each message should have an accurate subject line that indicates both the
point the message is addressing (“Re: Kim’s pro-incentive argument”) and what
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the message will add (“—but what about New Zealand?”). Do not let students
develop the lazy habit of simply adding “Re” before the subject line of an earlier
comment. (Source: Sevilla and Wells, 2002)
Provide for summary and synthesis. To avoid letting a threaded discussion lose
its way or simply fade out, periodically pose questions that require synthesis and
summary of the thread. You could also assign this task and other moderating roles
to individual students. (Source: de Bruyn, 2004)
Assess online participation. Whether or not online participation counts
toward course grades, give students some comments about the quality of their
participation. Most online discussion software allows you to preserve and archive
contributions and then review these when evaluating the quantity and quality of
participation. (Sources: Knowlton, 2003; Murphy and Loveless, 2005; Wang and
Tucker, 2001)
References
Aitken, J. E., and Shedletsky, L. J. “Using Electronic Discussion to Teach Communication
Courses.” Communication Education, 2002, 51(3), 325–331.
Bauer, J. F. “Assessing Student Work from Chatrooms and Bulletin Boards.” New Directions for
Teaching and Learning, no. 91. San Francisco: Jossey-Bass, 2002, pp. 31–36.
Bender, T. Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice, and
Assessment. Sterling, VA: Stylus, 2003.
Bryant, B. K. “Electronic Discussion Sections: A Useful Tool in Teaching Large University
Classes.” Teaching of Psychology, 2005, 32(4), 271–275.
de Bruyn, L. L. “Monitoring Online Communication: Can the Development of
Convergence and Social Presence Indicate an Interactive Learning Environment?”
Distance Education, 2004, 25(1), 67–81.
Gajadhar, J., and Green, J. “The Importance of Nonverbal Elements in Online Chat.”
Educause Quarterly, 2005, 28(4), 63–64.
Greenlaw, S. A., and DeLoach, S. B. “Teaching Critical Thinking with Electronic
Discussion.” Journal of Economic Education, 2003, 34(1), 36–52.
Keefe, T. J. “Using Technology to Enhance a Course: The Importance of Interaction.”
Educause Quarterly, 2003, 26(1), 24–34.
Kirkpatrick, G. “Online ‘Chat’ Facilities As Pedagogic Tools.” Active Learning in Higher
Education, 2005, 6(2), 145–159.
Knowlton, D. S. “Evaluating College Students’ Efforts in Asynchronous Discussion:
A Systematic Process.” Quarterly Review of Distance Education, 2003, 41(1), 31–41.
Krause, S. D. “Blogs as a Tool for Teaching.” Chronicle of Higher Education, June 24, 2005.
Lawrence, M., O’Dell, B., and Stephan, L. Aligning Online. In D. H. Wulff (Ed.), Aligning for
Learning: Strategies for Teaching Effectiveness. Bolton, MA: Anker, 2005.
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Mazzolini, M., and Maddison, S. “Sage, Guide or Ghost? The Effect of Instructor
Intervention on Student Participation in Online Discussion Forums.” Computers and
Education, 2003, 40(3), 237–253.
Muilenburg, L., and Berge, Z. L. “A Framework for Designing Questions for Online
Learning.” DEOSNEWS, 2000, 10(2). http://www.ed.psu.
edu/acsde/deos/deosnews/deosnews10_2.asp
Murphy, E., and Loveless, J. “Students’ Self Analysis of Contributions to Online
Asynchronous Discussions.” Australasian Journal of Educational Technology, 2005, 21(2),
155–172.
Oren, A., Mioduser, D., and Nachmias, R. “The Development of Social Climate in Virtual
Learning Discussion Groups.” International Review of Research in Open and Distance Learning,
2002, 3(1), 1–19.
Palloff, R. M., and Pratt, K. Building Online Learning Communities. (2nd ed.) San Francisco:
Jossey-Bass, 2007.
Pena-Shaff, J., Altman, W., and Stephenson, H. “Asynchronous Online Discussions as a Tool
for Learning: Students’ Attitudes, Expectations, and Perceptions.” Journal of Interactive
Learning Research, 2005, 16(4), 409–430.
Sevilla, C., and Wells, T. “Guiding and Evaluating Online Discussion: Practical Tips to Make
Your Courses Successful.” E-Learning, February 2002.
Silverstein, S. “The iPod Took My Seat.” Los Angeles Times, January 17, 2006.
Wakley, D. “The New Rules of Engagement: Keeping Online Students Involved and On
Track in Asynchronous Discussion Forums.” Journal of Instruction Delivery Systems, 2002,
16(2), 6–12.
Wang, A. Y., Newlin, M. H., and Tucker, T. L. “A Discourse Analysis of Online Classroom
Chats: Predictors of Cyber-Student Performance.” Teaching of Psychology, 2001, 28(3),
222–226.
Williams, S., and Pury, C. “Student Attitudes toward and Participation in Electronic
Discussion.” International Journal of Educational Technology, 2002, 3(1).
12
Asking Questions
The give-and-take of asking and answering questions is central to learning and
to effective teaching. The types of questions instructors pose and the sequencing
of questions should capture students’ attention, arouse their curiosity, reinforce
important points, encourage reflection, and promote active learning.
General Strategies
Formulate questions in advance. As you prepare for class, identify questions
and anticipate the range of student responses. Select and discard questions from
your list as the discussion proceeds, depending on what topics your students
want to pursue. To improve students’ inquiry skills, use your opening questions
to stimulate students to form their own questions. Ask a few questions that you
are not quite sure how to answer. You may be impressed by your students’ ideas.
(Source: Haroutunian-Gordon, 1998; Windschitl and Buttemer, 2000)
Place your questions in order. You might want to move from the general to the
specific, from the simple to the complex, or from the convergent (one answer
possible) to the divergent (many answers possible). Select an order that will allow
students to answer successfully the first time, especially to your opening questions.
(Source: Pennell, 2000)
Prepare strategies for asking questions. Think about different ways to pose
your questions: to the class as a whole, to pairs of students, to small groups.
Create questions designed to prompt brainstorming, consensus building, or
debate. (Source: Kasulis, 1984)
Decide how you will call on students. Some faculty call only on students who
raise their hands; other faculty prefer to draw all students into the discussion
by pointing to someone and requesting a response. If you go around the room
calling on students in order, some students’ attention may wander until it is their
turn. If you choose to “cold-call” randomly on students with questions, warm up
the situation first. For example, consider asking students to turn to a neighbor to
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119
answer the question; pausing before calling on someone to give students time to
think; writing the question on the board to help students gather their thoughts;
or allowing students a moment to write a response, jotting down a few key points.
(Source: Dallimore et al., 2004)
Convey a sense of spirited inquiry. Let your tone of voice, facial expression, and
gestures suggest that you are seeking knowledge, not interrogating the troops. Be
demographically inclusive in directing your questions and calling on students.
(Source: Payne and Gainey, 2003)
Keep notes on class participation. Take a few minutes after each class session
to note which questions generated the most lively exchanges. (Source: Kasulis,
1984)
Evaluate your questioning skills. The University of Illinois at Urbana-Champaign
has developed guidelines for evaluating instructors’ questioning skills (“Methods
for Assessing Questioning Skills,” n.d.) including sample surveys to administer to
students to get their feedback. Acheson and Gall (2003) suggest dimensions on
which students or instructors can evaluate an instructor’s questioning behavior,
including use of a variety of questioning strategies and behaviors that elicit
student participation. See also Chapter 53, “Video Recordings and Classroom
Observations” for advice.
Levels and Types of Questions
Vary the kinds of questions you ask. Move from simple questions to those that
require more thought (adapted from Christensen, 1991; Elder and Paul, 2005;
McKeachie and Svinicki, 2006; Rosmarin, 1987; Yip, 2001):
• Exploratory questions probe facts and basic knowledge: “What research evidence
supports the theory of a cancer-prone personality?”
• Challenge questions examine assumptions, conclusions, and interpretations: “How
else might we account for the findings of this experiment?” “What assumptions
underlie this point of view?”
• Relational questions ask for comparisons of themes, ideas, or issues: “What premises
of Plessy v. Ferguson did the Supreme Court throw out in deciding Brown v. Board
of Education?”
• Diagnostic questions probe motives or causes: “Why did Simone assume a new
identity?”
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• Action questions call for a conclusion or action: “ In response to a sit- in at
California Hall, what should the chancellor do?”
• Connective and cause-and-effect questions ask for causal relationships between ideas,
actions, or events: “If the government stopped farm subsidies for wheat, what
would happen to the price of bread?”
• Extension questions expand the discussion: “How does this comment relate
to what we have previously said?”
• Hypothetical questions pose a change in the facts or issues: “Suppose Sergei
had been rich instead of poor. Would the outcome have been the same?”
• Priority questions seek to identify the most important issue: “From all that
we have talked about, what is the most important cause of the decline of
American competitiveness?”
• Summary questions elicit syntheses: “What themes or lessons have emerged
from today’s class?”
Tap different cognitive skills. Another way of categorizing questions follows
from Bloom’s classic hierarchy of cognitive skills (1956):
• Knowledge (remembering previously learned material such as definitions,
principles, formulas): “Define shared governance.” “What are Piaget’s stages of
development?”
• Comprehension (understanding the meaning of remembered material, usually
demonstrated by restating or citing examples): “Explain the process of mitosis.”
“Give some examples of alliteration.”
• Application (using information in a new context to solve a problem, answer a
question, perform a task): “How does the concept of price elasticity explain the
cost of oat bran?” “How would you graph the data in a sample like this one?”
• Analysis (breaking a concept into its parts and explaining their interrelationships;
distinguishing relevant from extraneous material): “What factors affect the
price of gasoline?” “Point out the arguments the author uses to support his
thesis about polar ice melts.”
• Synthesis (putting parts together to form a new whole; solving a problem
requiring creativity or originality): “How would you design an experiment
to show the effect of education on income, holding other factors constant?”
“How would you reorganize Bloom’s taxonomy in light of new research in
cognitive science?”
• Evaluation (using criteria to arrive at a reasoned judgment of the value of
something): “To what extent does the proposed package of tax increases resolve
the budget deficit?” “If cocaine were legalized, what would be the implications
for public health services?”
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Higher-level questions may also be sorted into three main types (adapted
from Edwards and Bowman, 1996):
• Convergent questions invite the analysis and integration of existing data with the
aim of arriving at a single conclusion.
• Divergent questions invite the respondent to elaborate on a conclusion to reach
further implications or synthesis with other ideas.
• Evaluative questions involve making considered judgments based on data or
evidence.
“ What ’s the next important question we should ask? ” is an excellent
high-level question that shares with students the responsibility for directing the
discussion (O’Hare, 1993). At times, you will also want to ask questions that
encourage hunches, intuitive leaps, and educated guesses.
Effective Questioning
Ask one question at a time. In an effort to elicit a response, instructors sometimes
attempt to clarify a question by rephrasing it. But often the new wording poses an
entirely new question, which sends students off in another direction. The better
strategy is to ask a brief question and wait for a response. Instead of “How are
Lacan and Freud alike, for example, in their view of the unconscious, or how
about their approach to psychoanalysis?” ask, “How is Lacan’s theory of the
unconscious similar to Freud’s?” (Source: Hyman, 1989)
Avoid asking, “Any questions?” The question “Any questions?” often does not elicit
any questions. A better approach is to imply that you are expecting questions and
encourage students to ask them. For example, you might say, “At this point, I’m sure
you have some questions” or “That was complicated. What did I leave out?” or “What
questions are uppermost in your mind?” (Sources: Felder, 1994; Pennell, 2000)
Avoid asking yes-or-no questions. The discussion will stall if you ask questions
that invite a one-word or short-phrase response. Instead, ask why or how questions
that lead students to try to explain things. Instead of “Is radon considered a
pollutant?” ask, “Why might radon be considered a pollutant?” Leading questions
(“Don’t you agree that climate change is the most serious environmental hazard
we face?”) also close off avenues for discussion. And the discussion will come to a
halt if you answer your own question: “Why can’t we use the chi-square test here?
Is it because the cells are too small?”
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Pose questions that invite multiple answers. A chemical engineering instructor
avoids asking for the correct number by saying, “Before you calculate the answer,
how do you predict the system will behave in general?” A history professor asks
questions for which a number of hypotheses are equally plausible—“Why did the
birth rate rise in mid-eighteenth-century England?” or “Why did Napoleon III
agree to Cavour’s plans?”—and emphasizes to students that these questions are
matters of controversy or puzzlement to scholars. She also shows how different
answers lead in very different directions. (Source: Felder, 1994)
Ask focused questions. An overly broad question such as “What about the fall
of the Berlin Wall?” may lead students far off the topic. Instead ask, “How did
the fall of the Berlin Wall—the reunification of Germany—affect European
economic conditions?”
After you ask a question, wait silently for an answer. Do not be afraid of
silence. Be patient. Students may need 10–30 seconds to form an answer to a
question. Don’t misinterpret silence as a signal of apathy, resistance, or laziness.
Give students time to think and to word a response. Count to yourself while
students are thinking; the silence rarely lasts more than 10–15 seconds. Waiting
indicates that you want thoughtful participation, and if you communicate an air
of expectation, someone will break the silence, if only to say, “I don’t understand
the question.”
If the silence exceeds 30 seconds, ask your students what the silence means:
“The room has grown quiet. Why?” Or encourage them by saying, “Could
someone get us started?” Even then, you might delay calling on someone until
several hands are raised; pausing lets students know that replies do not have to be
formulated quickly. Wait again after a student has responded, in order to indicate
that the response is worth thinking about. Waiting helps students focus on what
their peers say instead of planning their next remark. (Sources: Biggs, 2003;
Pennell, 2000)
Search for common ground. If one student immediately gives a response, follow
up by asking others what they think. “Hadley, how strongly do you agree or
disagree with that?” is a good way to involve more students in the discussion.
Ask questions that require students to demonstrate their understanding.
Instead of “Do you understand?” or “Do you have any questions about this?” ask,
“What are the considerations to keep in mind when you want your evaluation
results to be used?” Instead of “Do you understand this program command?”
ask, “How would we change the program if we wanted to sort the numbers
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in ascending order rather than descending order?” Instead of “Does everybody
see how I got this answer?” ask, “Why did I substitute the value of delta in this
equation?” (Source: Pennell, 2000)
Structure your questions to encourage student-to-student interaction. Students
become more attentive when you ask questions that require them to respond to
each other. For example, ask Molly, “Could you relate that to what Sam said
earlier?” and, if needed, help Molly recall what Sam said. (Source: Kasulis, 1984)
Draw out reserved or reluctant students. A disguised question may encourage
students who are hesitant to speak. For example, instead of “What is the essence
of John Dewey’s work?” saying, “I wonder if it’s accurate to describe John Dewey’s
work as learning by doing” gives a student a chance to comment without feeling
put on the spot. Similarly, these kinds of questions are more likely to engage quiet
students: “What aspects of the readings do you think we should discuss?” “What
part of the reading surprised you the most?” “Can you give me one or two points
from the chapter that seem especially important?”
Use questions to change the tempo or the direction of the discussion. Use
questions to pace or redirect the conversation (adapted from Kasulis, 1984):
• To lay out perspectives: “If you had to pick just one factor . . .” or “In a few words,
name the most important reason . . . .” This form of questioning can also be
used to cap talkative students.
• To move from abstract to concrete, or general to specific: “If you were to generalize . . .”
or “Can you give some specific examples?”
• To acknowledge good points made previously: “Zhong, would you tend to agree with
Carmen on this point?”
• To summarize or conclude: “Sabah, if you had to pick two or three themes that
were most frequently expressed today, what would they be?”
Use probing strategies. Probes are follow-up questions that focus students’
attention on ideas or assumptions implicit in their first answer. Probes can ask for
specifics, clarifications, consequences, elaborations, parallel examples, relationships,
or explanations. Probes are important because they help students explore and
express what they know, even when they aren’t sure they know it (Hyman, 1980).
Here are some examples of probing (based on Goodwin et al., 1985):
INSTRUCTOR: What are some ways we might solve the energy crisis?
STUDENT: Peak-load pricing by utility companies.
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INSTRUCTOR: What assumptions are you making about consumer behavior
when you suggest that solution?
INSTRUCTOR: What is neurosis?
STUDENT: It’s a condition in which . . . a state in which . . . ( pause and shrug)
INSTRUCTOR: What are the characteristics of a neurotic person?
INSTRUCTOR: How far has the ball fallen after three seconds?
STUDENT: I have no idea.
INSTRUCTOR: Well, what is happening to the speed of the ball?
Occasionally poll the class. Ask for a show of hands: “Who believes that military
dictatorship was, more or less, a foreseeable outcome of the French Revolution?”
Follow up by asking individual students to offer reasons for raising or not raising
their hand.
Responding to Students’ Responses
Listen to the student. Do not interrupt a student’s answer, even if you think
the student is heading toward an incorrect conclusion. Interrupting signals your
impatience and hinders participation. Instead, wait a second or two after a student
responds to be sure that the student is finished speaking.
Use nonverbal cues to indicate your attention. Maintain eye contact with the
student who is speaking. Nod your head, use facial expressions or hand gestures
to prompt the student to continue, or adopt a stance that signals you are ready to
move on.
Vary your reactions to students’ answers. Depending on the student’s comments,
you might respond in one of the following ways (adapted from Hyman, 1989;
Kovacs-Boerger, 1994; Yelon and Cooper, 1984):
• Reinforce the point by restating what the student has said.
• Paraphrase the student’s response without judging its correctness to give the
student time to rethink the answer, especially if the paraphrase highlights
underlying assumptions.
• Ask for clarification: “Could you be more specific about . . .?”
• Invite the student to elaborate: “We’d like to hear more about . . . .”
• Expand the student’s contribution: “That’s right, and following up on what
you said . . . .”
Asking Questions
125
• Acknowledge the student’s contribution and ask for another view: “You’re
right about children’s linguistic capabilities, but what about their social
development?”
• Acknowledge the originality of a student’s ideas: “Self-selection factors could
be responsible for the outcome. I didn’t think of that.”
• Nod or look interested but remain silent. You don’t need to comment on every
response. A silent nod keeps the focus on the students’ responses. After a few
students have commented, you can condense or combine their comments, and
relate them to each other.
Judiciously praise correct answers. Students look to their instructors for guidance
and support. Be enthusiastic in your praise rather than offering a bland “OK,” “Yes,”
or “All right.” If you want to elicit more responses, however, follow the praise with
another question: “Combustion? That’s very good. What other outcomes are possible?” The downside of praising every answer is that it becomes awkward when a
student gives a vague or irrelevant answer. (Sources: Hyman, 1989; Tiberius, 1999)
Tactfully correct wrong answers. Wait a few seconds before responding to an
incorrect answer, in case another student volunteers a better response. Or look
to another student to provide help rather than providing help yourself. When
an answer is partly correct, avoid responding “Yes, but . . . .” Instead, encourage
students to rephrase or revise incorrect answers. Try to correct the answer, not
the student: “I don’t believe that answer is correct” instead of “Gary, you are
wrong.” Look beyond the answer to the thought process: “This is a hard concept
to grasp. Let’s take this a step at a time” or “You’re right about one part, but let’s
figure out the rest together.” Sometimes wrong answers or incorrect but logical
directions can be used to help the class figure out the correct answer, for example,
in designing multistep experiments to answer scientific questions.
References
Acheson, K. A., and Gall, M. D. Clinical Supervision and Teacher Development: Preservice and
Inservice Applications. (5th ed.) New York: Wiley, 2003.
Biggs, J. Teaching for Quality Learning at University. (2nd ed.) New York: Open University Press/
McGraw-Hill, 2003.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., and Krathwohl, D. R. (Eds.).
Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I:
Cognitive Domain. New York: David McKay, 1956.
Christensen, C. R. The Discussion Teacher in Action: Questioning, Listening, and
Response. In C. R. Christensen, D. A. Garvin, and A. Sweet (Eds.), Education for Judgment:
The Artistry of Discussion Leadership. Boston: Harvard Business School, 1991.
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Dallimore, E. J., Hertenstein, J. H., and Platt, M. B. “Faculty-Generated Strategies for
‘Cold Calling’ Use: A Comparative Analysis with Student Recommendations.” Journal on
Excellence in College Teaching, 2004, 16(1).
Edwards, S., and Bowman, M. A. “Promoting Student Learning through Questioning:
A Study of Classroom Questions.” Journal on Excellence in College Teaching, 1996, 7(2), 3–24.
Elder, L., and Paul, R. The Miniature Guide to the Art of Asking Essential Questions. (3rd ed.) Dillon
Beach, CA: Foundation for Critical Thinking, 2005.
Felder, R. M. “Any Questions?” Chemical Engineering Education, 1994, 28(3), 174–175.
Goodwin, S. S., Sharp, G. W., Cloutier, E. F., and Diamond, N. A. Effective Classroom
Questioning. Urbana: Office of Instructional Resources, University of Illinois, 1985. http://
www.oir.uiuc.edu/Did/docs/questioning.htm
Haroutunian-Gordon, S. “A Study of Reflective Thinking: Patterns in Interpretive
Discussion.” Educational Theory, 1998, 48(1), 33–58.
Hyman, R. T. Improving Discussion Leadership. New York: Teachers College Press, 1980.
Hyman, R. T. Questioning in the College Classroom. In R. A. Neff and M. Weimer (Eds.),
Classroom Communication: Collected Readings for Effective Discussion and Questioning. Madison, WI:
Atwood, 1989.
Kasulis, T. P. Questioning. In M. M. Gullette (Ed.), The Art and Craft of Teaching. Cambridge,
MA: Harvard University Press, 1984.
Kovacs-Boerger, A. E. “Responding to Students in Ways That Encourage Thinking.” Journal
of Chemical Education, 1994, 71(4), 302–303.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
“Methods for Assessing Questioning Skills.” Center for Teaching Excellence, University of
Illinois at Urbana-Champaign, n.d. http://www.cte.uiuc.edu/Did/docs/QUESTION/
quest4.htm
O’Hare, M. “Talk and Chalk: The Blackboard as an Intellectual Tool.” Journal of Policy
Analysis and Management, 1993, 12(1), 238–246.
Payne, B. K., and Gainey, R. R. “Understanding and Developing Controversial Issues in
College Courses.” College Teaching, 2003, 51(2), 52–58.
Pennell, M. L. “Improving Student Participation in History Lectures: Suggestions for
Successful Questioning.” Teaching History: A Journal of Methods, 2000, 25(1), 25–35.
Rosmarin, A. The Art of Leading a Discussion. In C. R. Christensen and A. J. Hansen
(Eds.), Teaching and the Case Method. Boston: Harvard Business School, 1987.
Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. London: Kogan Page, 1999.
Windschitl, M., and Buttemer, H. “What Should the Inquiry Experience Be for the
Learner?” American Biology Teacher, 2000, 62(5), 346–350.
Yelon, S. L., and Cooper, C. R. “Discussion: A Naturalistic Study of a Teaching Method.”
Instructional Science, 1984, 13(3), 213–224.
Yip, D. Y. “Assessing and Developing the Concept of Assumptions in Science Teachers.”
Journal of Science Education and Technology, 2001, 10(2), 173–179.
13
Fielding Students’ Questions
When answering a student’s question, instructors must think about the content,
the tone, and the timing of their response. The following tips describe techniques
for handling both routine and difficult questions and questioners.
General Strategies
Answer most questions directly. Offering a direct response signals that the
question is worthwhile: “Yes, I do think that historians have portrayed the Trail
of Tears inaccurately.” But sometimes it is worthwhile to give students a chance
to answer. If you redirect a question to the class at large, let the questioner know
that you are not avoiding or dismissing the question: “After we hear what everyone
else wants to say, I’ll see if there’s anything left to add.” (Sources: Cashin, 1995;
Duell, 1994; Hyman, 1989)
Point students toward an answer. Sometimes you can rephrase a student’s
question in a way that points toward an answer (“Sarah, have you thought
about . . . ?”) A faculty member in architecture turns students’ questions about
design issues back to them. When a student asks, “Should I put the kitchen on
the north or south end?” the instructor asks the student, “Why might you want the
kitchen on the north end?” Or you can turn some students’ questions back to the class:
“What do others of you think are the reasons the Treaty of Guadalupe Hidalgo was
ignored?” Doing so not only encourages more class participation but also reminds
students that their peers are a resource.
Avoid comments or gestures that discourage students’ questions. Students may
refrain from asking questions if they sense that their instructor doesn’t want to hear
them. A dismissive response to a student’s question (“We discussed that last time”
or “That question is not really on point”) discourages future questions. Other
disincentives include interrupting the questioner, avoiding eye contact, answering
questions hurriedly or incompletely, and treating questions as distractions rather
than as contributions to the learning process. (Source: Hyman, 1989)
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Discussion Strategies
Admit when you don’t know the answer. If you are uncertain about the correct
answer, it is usually better to say so (“I’m not sure; let me think about it. It’s a good
question”) than to give a wrong answer and have to correct yourself later. Other
ways to respond include the following (adapted from Cashin, 1995):
• Ask whether a student has an answer (and check the answer before the next
class).
• Suggest resources that would enable the questioner to answer the question (but
note that assigning students to look up answers to their questions may lead
students to ask fewer questions).
• Show students how to think out loud about the answer.
• Volunteer to find the answer yourself and report back at the next session.
In scientific fields, sometimes a question may not yet have an answer. The
best you can do is mention the cutting-edge nature of the question and speculate
on possible responses.
Answering Routine Questions
Call on questioners in the order in which they sought recognition. If several
students want to ask a question, announce an order (“Lizzie first, then Joe, then
Alex”). Remember that students may stop listening once their hands go up and
they know what they want to say.
Thank the student for having asked a question. “Excellent question” and
“Thanks for asking that” are comments that reinforce the behavior of asking
questions. Better still, mention what makes the question a good one: “That question
takes us directly to the relationship between inflation and wages.”
Repeat and paraphrase some questions. Use repetition and paraphrase to make
sure that everyone has heard the question and to test your understanding of it.
Sometimes a paraphrase may help the student answer his or her own question.
But do not repeat or paraphrase every question. Such repetition dissuades
students from listening to one another and runs the risk of boring the class.
Asking students to rephrase or restate a question (your own or one posed by
another student) and asking them to compare different ways of posing a question
may help them answer it. (Sources: Cashin, 1995; Dillon, 1998)
Fielding Students’ Questions
129
Prompt students to clarify their questions. If you don’t understand a student’s
question, ask for clarification: “Give me an example” or “Do you mean . . .?”
Instead of “Your question isn’t clear,” say, “I’m sorry, I don’t understand your
question.”
Don’t answer a question that is based on a false presupposition. If you
recognize that a student’s question is based on an incorrect assumption, address
that assumption, perhaps by asking the other students to comment on it. (Source:
van der Meij, 1998)
Delay answers to questions that will be covered later. If the question will be
addressed later in the session, mention this and return to the question at the
appropriate time. When you reach the topic, let the student know you have
remembered the question: “Here is the answer to the question you asked before,
Harun.” (Source: Cashin, 1995)
When responding, talk to the whole class. Don’t focus solely on the questioner,
but look around the room to include all the students in your comments.
Check back with the questioner. Before moving on, confirm with the student
that his or her question has been answered satisfactorily: “Was that what you were
asking?” or “Did that help you?” (Source: van der Meij, 1998)
Handling Difficult Questions and Questioners
Avoid dismissing a naïve question. Sometimes a simple-sounding question can
provoke an animated discussion, and even the oddest question deserves a tactful response. Because your students empathize with the questioner, your efforts
to put a nervous or confused questioner at ease will win you the class’s goodwill
(Sprague and Stuart, 2005). Consider the following two sets of responses (Sprague
and Stuart, p. 403):
Not:
But:
Not:
But:
“Well, as I already said . . . .”
“Let me go over those data again.”
“You’ve totally confused fission and fusion.”
“Many of those problems relate to nuclear fission. The fusion reaction is
quite different. It works like this . . . .”
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Discussion Strategies
Try to answer twice, then let a student try. If your first and second answers
don’t satisfy the questioner, ask your class for help: “Sorry, I’ve gotten myself
stuck here. Could someone help me by explaining it in their own words?” When
answering the question would take the class too far afield, or when students
continue to disagree, suggest meeting outside of class for further discussion.
(Sources: McAllister, 1994; McNinch, 1999)
When students raise complex or tangential questions, ask them to stop by
after class. Some questions go beyond the topic of discussion: they anticipate
an upcoming topic, seek more detail, or raise a new issue. When such questions
require a lengthy response or a detour from the topic, offer to answer them after
class or during office hours.
Be patient with students who ask questions you have already answered.
Although you may have already discussed a topic or even answered an identical
question, students may not have understood the point at the time. Only later, when
the material makes sense to them, does the particular point become meaningful.
When answering repetitive questions, try to use different language and examples
so that you don’t bore students who grasped the idea earlier. Or consider asking
another student in class to answer the question.
Preempt long-winded questioners. Occasionally, a student may incorporate
extraneous opinions and comments into a question. One way to respond is to
answer what appears to be the student’s main point, and then recognize another
student. For example: “You want to know why the university refuses to divest. The
Regents’ position is that the Global Sullivan Principles of Social Responsibility are
sufficient. Let’s hear from Jean; she’s had her hand up for a long time.” (Source:
Sprague and Stuart, 2005)
Preempt the serial answerer/questioner. Some students will eagerly answer
every question you pose or dominate the class with their own questions. Here
are some tips on responding to these students (adapted from PsychTeacher and
POD listserv):
• Meet privately with the student. Tell the student how pleased you are that he is
so engaged in the class and has so many interesting things to say. Explain that
your goal is to give everyone a chance to participate, and ask this student to
wait at least 30 seconds before raising his hand to answer a question. You could
Fielding Students’ Questions
•
•
•
•
131
also set a limit on the number of times you will call on this student in class and
have the student come to office hours to discuss any remaining questions.
Announce the order of students you will call on. “Bryan, in a minute I’m
going to ask people to describe a real-life example of a workplace conflict.
Will you please be fi rst? Then, Michele and Debbie, will you be second
and third?”
Before calling on the serial answerer say, “I’d like to hear from someone who
hasn’t said much today.” To reassure serial students, call on them at least once
during class.
Ask students to put their answers in writing and share their responses with
their neighbors.
Move around the room and stand with your back to the serial answerer when
you ask a question.
Cut off students who want an extended dialogue. If a student is reluctant to
relinquish the floor, end the exchange and offer a compliment or an
invitation: “You’ve raised quite a number of excellent points. Maybe you can come
to my office later and talk with me further.” Or “You’ve made a number of good
comments; why don’t we hear from someone else as well?” (Source: Sprague and
Stuart, 2005)
References
Cashin, W. E. “Answering and Asking Questions.” IDEA Paper No. 31. Manhattan, KS:
Center for Faculty Evaluation and Development, Kansas State University,
January, 1995.
Dillon, J. T. Theory and Practice of Student Questioning. In S. A. Karabenick (Ed.),
Strategic Help Seeking: Implications for Learning and Teaching, Chapter 8. Mahwah,
NJ: Erlbaum, 1998.
Duell, O. K. “Extended Wait Time and University Student Achievement.” American
Educational Research Journal, 1994, 31(2),397–414.
Hyman, R. T. Questioning in the College Classroom. In R. A. Neff and M. Weimer (Eds.),
Classroom Communication: Collected Readings for Effective Discussion and Questioning. Madison,
WI: Atwood, 1989.
McAllister, B. “Dumb Questions: Can’t Live With ‘Em, Can’t Live Without ‘Em.” 1994.
http://trc.virginia.edu/Publications/Teaching_Concerns/Fall_1994/TC_Fall_1994_
McAllister.htm
McNinch, J. “Dealing with Difficulties in the Classroom.” Teaching and Learning in Higher
Education (Newsletter), April 1999.
POD Listserv: An unmoderated online community for instructors and administrators
with interests in teaching and learning in higher education; see http://podnetwork.org.
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Discussion Strategies
PsychTeacher Listserv: A moderated online community for instructors involved in teaching
psychology; teachpsych.org/news/psychteacher.php.
Sprague, J., and Stuart, D. The Speaker’s Handbook. (7th ed.) Belmont, CA: Wadsworth/
Thomson Learning, 2005.
van der Meij, H. The Great Divide between Teacher and Student Questioning. In S. A.
Karabenick (Ed.), Strategic Help Seeking: Implications for Learning and Teaching, Chapter 9.
Mahwah, NJ: Erlbaum, 1998.
PART IV
The LargeEnrollment Course
14.
Preparing to Teach the Large-Enrollment Course
15.
Delivering a Lecture
16.
Explaining Clearly
17.
Personalizing the Large-Enrollment Course
18.
Encouraging Student Participation in the LargeEnrollment Course
19.
Maintaining Instructional Quality with Limited Resources
14
Preparing to Teach the
Large-Enrollment Course
A sizable portion of the work involved in teaching a large-enrollment course takes
place well before the first day of class. In a seminar you can make a spur-of-themoment assignment, but in large classes you need to distribute and post guidelines. Indeed, every aspect of the large course requires planning and organization.
Many of the following suggestions for teaching large classes are also applicable to
small classes: good teaching practices are effective in classes of any size.
General Strategies
Become comfortable with the material. In an introductory survey course you
may be covering topics outside your specialty. As you read up on those topics,
try to anticipate questions that beginning students might ask. Review the course
materials, assignments, and reading lists of colleagues who have taught the
course before. Consider viewing a webcast or sitting in on courses taught by colleagues who are effective teachers of large classes to see what ideas and techniques
work well, or ask them about their experiences teaching large courses.
Capitalize on the strengths of lecturing. A well-crafted, well-delivered lecture can
impart information as well as motivate and inspire students by conveying how an
expert thinks about complex content, organizes knowledge, and applies the methods of the discipline. Help your students gain the most from your lectures by explicitly sharing with them the kinds of analysis and arguments that shape your field.
(Sources: Brown and Race, 2002; Burgan, 2006; Chanock, 1999; Cooper et al.,
2000; deWinstanley and Bjork, 2002; Saroyan and Snell, 1997; Twigg, 2003)
Recognize the limitations of lecturing. Research shows that lecturing is as effec-
tive as other instructional methods, such as discussion, in imparting information
but less effective in encouraging independent thought, developing critical thinking
skills, and meeting individual students’ pedagogical needs. (Sources: Bligh, 2000;
Laurillard, 2002; Wood and Gentile, 2003)
135
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The Large-Enrollment Course
Don’t plan to lecture for a full period for every class meeting. Studies show
that incorporating opportunities for discussion or problem-solving exercises into
a lecture—activities that encourage students to make the material their own—will
enhance learning and increase long-term retention. Ask students to solve a problem at their seats or in small groups sitting near one another, pose a question
to the entire class and have students yell out answers or respond using clickers,
or give a demonstration. (Sources: Bridges and Desmond, 2000; Hake, 1998;
Huxham, 2005; Leamnson, 1999; Weimer, 2002; Wood and Gentile, 2003)
Manage your own time. Teaching a large-enrollment course takes a great deal
of time and energy. Set up weekly work schedules for yourself, and plan how best
to handle the onslaught of midterms and finals. Try to scale back other obligations if you can. (Source: Stanley and Porter, 2002)
Decide whether to permit the capture of your lectures for later use. Some
faculty worry about declining attendance if their course is webcast or podcast;
others dismiss recorded lectures as a crutch for students who lack the motivation
or organizational skills to attend class; and others worry about students becoming
too dependent on technology as a replacement for meaningful in-class engagement. Defenders of capturing lectures believe it is helpful for students to be able
to review and study complex material after the lecture and before exams, and
that captured lectures are especially valuable for students who learned English as
a second language. In addition, faculty point out that webcasting allows them to
view and critique their own lectures.
Research shows that students are most likely to view a webcast right after a
lecture or right before an exam. They do not watch the entire lecture but use search
tools to locate particular topics. Lecture capture has not depressed attendance and
has not shown a measurable effect on students’ grades. Lecture capture does seem
to encourage extra review activities, and students value and appreciate this resource.
If you are concerned about drops in attendance, consider delaying availability of
the recorded lecture until a week after each class session, giving in-class quizzes, or
turning off the camera when discussing upcoming exams. (Source: Brotherton and
Abowd, 2004; Deal, 2007; Rowe et al., 2001; Young, 2008)
Organizing the Course
Decide what content to include. After reviewing your department’s guidelines or
sample curricula, set your broad goals for the course. The goals of an introductory
survey course might include stimulating students’ interest in the field and providing
Preparing to Teach the Large-Enrollment Course
137
them with the foundation to pursue that interest. Identify specific student learning
objectives: What do you want students to know or be able to do?
Next, make a list of topics you feel are important to include. Estimate the
amount of time required to address these topics, and then increase your estimate
by 50 percent to allow time for taking questions from students and for the inevitable slippage in large groups. For suggestions on how to reduce the number of
topics to fit the length of the course, see Chapter 1, “Designing or Revising a
Course.” (Sources: Christensen, 1988; Wankat, 2002)
Organize the topics in a meaningful sequence. Arrange the topics chronologi-
cally, spatially, by problem and solution, or according to some other scheme:
• Topical. A psychology course examines how four groups of theorists approach
human behavior: social learning theorists, developmental theorists, psychoanalytic theorists, and cognitive theorists.
• Causal. An economics course explores factors that affect the distribution of
wealth: the labor market, tax policy, investment policy, and social mobility.
• Sequential. A course on education in the United States discusses the school system in five stages: preschool, elementary school, secondary school, college, and
graduate school.
• Symbolic or graphic. An integrative biologist begins each lecture by projecting the
same detailed diagram of the human brain. She then highlights the structural
details relevant to that day’s lecture.
• Structural. A physiologist uses the same format to discuss each anatomical system: its organs, the functions of the organs, how the organs are regulated, and
the relationship of the system to other systems.
• Problem-solution. An engineering course looks at a series of structural failures in
various types of buildings.
Mention the organizational principle in the syllabus, at the beginning of the
course, and throughout the term. Periodically devote a part of your lecture to
the broader view.
Vary the types of lectures you deliver. Choose formats that suit the content:
• The expository lecture treats a single question or problem, typically with a hierarchical organization of major and minor points. This approach is useful for
efficiently presenting broad concepts and foundational information.
• In the participatory lecture, the speaker intersperses one or more activities. This
type of lecture is variously called interactive, spaced, punctuated, feedback, change-up,
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The Large-Enrollment Course
•
•
•
•
modified, mediated, responsive, engaged, or enhanced, with nuanced distinctions among
them. In a participatory lecture, the speaker may begin with a question to the
class (“Call out what you know about DNA”) and then sort the responses into
categories, with the flow of examples and counterexamples, generalizations
and specifics, or rules and exceptions encouraging students to grapple with the
topic. Or a lecturer may initiate a period of small-group work, a quick writing
task, or individual or paired problem solving—any activity that lets students
shift from listeners to actors. Some faculty use these breaks at the same time
each session, others incorporate them as appropriate, and still others alternate
class periods of lecture with class periods of small-group work.
In interteaching, the instructor presents a series of questions that students use to
prepare for the next class period. At that session, students form pairs or trios
and discuss the questions. The instructor moves down the aisles, answering
questions and monitoring students’ understanding. At the end of the session,
students fill out an interteaching record that states which questions were difficult to answer, which questions they would like reviewed in lecture, and other
comments that might be useful to the instructor in preparing a clarifying lecture for the next class period. Some instructors schedule interteaching sessions
on a regular basis, and others use it for almost every class, with students forming new groups each session.
Problem solving, demonstrations, proofs, and mysteries begin with the instructor posing a question, paradox, mystery, or enigma—some provocative problem that
whets students’ interest. The answer unfolds during the class period, with students actively or passively anticipating or pointing toward solutions.
In the case study method, the lecture follows a realistic situation step-by-step to
illustrate a general principle or problem-solving strategy. Depending on the
level of the students, either the instructor takes the lead or the students direct
the solution. See Chapter 24, “Case Studies.”
The structured lecture begins with a short presentation that sets the stage and then
poses a problem, task, or question (“What causes lake acidification?”). Students
work in trios or small groups to come up with an answer; the instructions they
are given include guidance on how to proceed and a time limit. The class closes
with another short lecture that pulls together the major themes or issues.
(Sources: Bligh, 2000; Bonwell, 1996; Boyce and Hineline, 2002; Chaney,
2005; Frederick, 1986; Jenkins, 1992; Lowman, 1995; Middendorf and Kalish,
1996; Saville and Zinn, 2006)
In each lecture, incorporate at least one example or demonstration that excites
you. Students respond to an instructor’s enthusiasm, and they can often tell when
a lecturer is bored. Try to insert into each lecture at least one moment that you
Preparing to Teach the Large-Enrollment Course
139
genuinely look forward to: a riveting example, a clever experiment, or a humorous
anecdote. One faculty member begins a difficult lecture on policy and regulation
with this mystery: “After a three-year slide of 10 percent in tobacco consumption
in the United States during the late 1960s, Big Tobacco did something that had
the extraordinary effect of ending the decline, boosting consumption, and slashing advertising expenditures by a third. What was it?” (They voluntarily agreed
to stop advertising on television.) Another faculty member begins a dense lecture
on mollusks by projecting an image of a brownish blob and asking, “What is
this thing? Is it alive? Is it a plant, animal, alien, or forgotten leftovers from the
fridge?” (The object is a clam.) (Sources: Cialdini, 2005; Jones, 2003; Schwartz
and Bransford, 1998)
Consider the abilities and interests of your students. In preparing your course,
ask yourself, How much will students know about the subject matter? How interested will they be in the material? What experiences or attitudes might students
have that I can use to draw them into the subject?
Prepare a detailed syllabus for students. The more information you give your
students, the fewer problems you are likely to have later on; see Chapter 2, “The
Comprehensive Course Syllabus.” During the term, try to stick to the schedule
contained in the syllabus. If you must deviate, make it clear when and why you
are departing from the schedule.
Meet with your graduate student instructors before the term begins. Discuss
course procedures, their responsibilities, grading, and the most effective ways for
them to conduct sections. See Chapter 58, “Guiding, Training, Supervising, and
Mentoring Graduate Student Instructors.”
Visit the classroom before the first meeting. Notice the instructor’s area, the loca-
tion of light switches and technology controls, and other features. Make arrangements for any instructional equipment you will need. When you visit the classroom,
stand where you will lecture, practice using the equipment, and write on the board.
Check whether your board work can be seen from the back of the room.
Preparing Lecture Notes
Carefully prepare your lectures. Thorough preparation can prevent last-minute
headaches. Take time to arrange your points, develop your examples, write out
definitions, and solve equations. No matter how well you know the topic, you
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The Large-Enrollment Course
will want to have a set of notes to remind you of the sequence of points, the best
examples, or alternative solutions. Some faculty prepare their lectures well in
advance and revise them during the term to take into account students’ responses
to previous lectures. Other faculty emphasize the value of the preparation done
immediately after class, when the experience of what worked and what didn’t is
still fresh. New faculty typically complete the bulk of preparatory reading before
the course starts and then keep about one or two weeks ahead of their students.
Faculty report spending anywhere from two to ten hours to prepare a lecture.
Some faculty recommend working under a strict self-imposed time limit. (Sources:
Eble, 1988; Heppner, 2007; Wankat, 2002)
Avoid reading a prepared text. If you stand at a lectern and read from a script
or set of slides, you will be unable to maintain eye contact with your students, your
voice will be cast down toward your notes instead of out toward the lecture hall,
and you run the risk of your students becoming disengaged. Writing out lectures
is also extremely time-consuming: a script for a fifty-minute lecture might run
twenty-five or thirty double-spaced pages. If you do feel the need to write out a
draft of a lecture, reduce that draft to an outline of key words and phrases, and
lecture from this outline; see Chapter 15, “Delivering a Lecture” and Chapter 51,
“PowerPoint Presentations.”
Experiment with different formats for your lecture notes. Some topics lend
themselves to the traditional outline, with headings and subheadings. If you are
very familiar with the material, a list of major points or key terms may suffice.
Some instructors prepare tree diagrams or flowcharts that include major points,
optional stopovers, and illustrations or examples. Other instructors sketch the
drawings that will be placed on the board.
Prepare your notes to aid your delivery. Experiment with using your laptop,
sheets of paper, five-by-eight index cards, or smaller cards. Highlight difficult
points, distinctions between major examples, and important information. Include
notations that indicate times to pause or to ask for questions, and include reminders (“Ask students to jot down a response” or “If less than ten minutes left, skip
to the conclusion”).
Write down facts and formulas for easy reference. Within the body of your
lecture notes or on a separate file or sheet of paper, write out all the key facts,
quotations, computations, and complex analyses.
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Write down vivid examples. Experienced faculty recommend that you give special attention to preparing memorable examples, counterexamples, illustrations,
and demonstrations. Research shows that an important characteristic of an effective teacher is the ability to present difficult concepts in ways that students can
understand, through the use of metaphors, analogies, and examples; see Chapter
16, “Explaining Clearly.” (Sources: Erickson et al., 2006; Schwartz and Bransford,
1998; Stones, 1992)
Prepare your lecture for the ear, not the eye. When students are listening to a
lecture, they cannot go back and reread a sentence or look up a word in the dictionary. Here are some tips to facilitate comprehension:
• Use short, simple words and informal diction, including personal pronouns;
be conversational.
• Speak succinctly, in short, straightforward sentences.
• Offer signposts for transitions and structure: “the third objection,” “let’s look
at this argument from another angle,” “in contrast,” “as we have seen,” “now
we can turn to.”
• Restate and periodically summarize key points.
Compensate for dips in students’ attention. Studies show that students’ recall
of material presented during a fifty-minute lecture improves when they have an
opportunity to apply the material shortly after it is presented. Students are also
more likely to remember information presented at the beginning and at the end
of a lecture. As you plan your lecture, try to incorporate a student activity or
another novel element for the midpoint. (Sources: Bligh, 2000; Fry et al., 2003)
Rehearse your lecture. Run through a newly prepared lecture to increase your
confidence and to gauge the length of your presentation. If your time for practice
is short, you might practice only the most difficult sections or the opening and
ending.
Structuring a Lecture
Begin by writing out the main theme and why students should learn about
it. Identify what you most want your students to remember about the topic. It
is better to teach two or three major points well than to inundate students with
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information they are unlikely to remember. Brown and Atkins (1988, pp. 35–38)
recommend the following process for writing a lecture:
• Specify the main topic or topics.
• Free-associate words, facts, ideas, and questions as they come to you.
• State a working title or a general question based on the groupings from
your free association.
• Prepare a one-page sketch of the lecture.
• Read selectively, as needed, and take notes on important ideas and
structure.
• Draft an outline and flesh it out with examples and illustrations; identify
your key points.
• Check the opening and ending.
Organize your material. Typical approaches include moving in chronological
order, working from general principle to specific instances, building up from the
parts to the whole, tracking one idea across different places, posing a problem and
its solution, and announcing a thesis and providing evidence for it.
Structure your lectures to emphasize the most important points. Consider the
difficulty of the material and your students’ abilities. Help students identify and
focus on the key points by including the following elements:
•
•
•
•
attention-getting introduction
brief overview of the main points
quick statement of background or context
detailed explanation of no more than three major points, with the most
important first
• concluding summary to reinforce key themes
Create lectures that help students process the information. Students are more
apt to understand the material when you (adapted from deWinstanley and
Bjork, 2002):
• Avoid dividing their attention. Learning suffers when students are trying to
listen and read at the same time. If you are projecting slides, give students a
moment to read the slide and then resume talking; see Chapter 51, “PowerPoint
Presentations.”
• Relate new information to information your students already have.
• Repeat important points during two or more class sessions.
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• Present concepts from more than one angle.
• Demonstrate the relevance of key ideas in several contexts.
• Provide opportunities for students to use the information—to do something in
addition to listening and taking notes.
• Avoid cognitive overload (presenting too much information); see Chapter 29,
“Helping Students Learn.”
Structure your lecture to make your points unforgettable. Set aside your knowl-
edge and expertise for a moment, and try to identify with students who know
nothing about the topic. According to Heath and Heath (2007), research studies
show that novice learners respond to lectures with the following characteristics:
Simplicity: focus on the core of the idea, stripped of any elaboration.
Concreteness: use specific, clear language.
Emotion: when you care about what you are saying, students will care.
Surprise: surprise, suspense, and the unexpected will attract students’ curiosity
and hold their attention.
• Storytelling: narratives are memorable, and they help students organize new
material.
•
•
•
•
Include verbal signposts. Provide cues that signal transitions (“The second
reason is . . .”) and that emphasize the links between new information and old
information. (Source: Saroyan and Snell, 1997)
Design your lectures in ten- or fifteen-minute blocks. Each block should cover
a single point, provide examples, and end with a brief summary and transition to
the next section. If you find yourself running out of time, cut an entire block or
shorten the middle section of a block rather than rush the summary.
Budget time for questions. Whether or not you open the floor for questions, leave time
for students to ask you to repeat material or to supply additional explanations. Some
faculty ask for students’ questions at the beginning of class, list them on the board or
screen, and pledge to answer them sometime during the hour.
Begin and end with a summary statement. Continuity and closure are
important: students need to see how each new topic relates to what they have
already learned as well as to what they will be learning in the coming weeks. To
bring your points home, use different words and examples in your opening and
closing summaries.
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Managing a Large-Enrollment Course
Establish reasonable rules for student behavior. Decide on your policies regarding latecomers, eating during class, and the like. Explain your rules during the
first week, state them in the syllabus, and stress the value of cooperation and
consideration. For example, some faculty set limits on when students can pack up
and leave: “You’re mine until 2 PM” or “When the cartoon appears on the screen
you can go” or “I will end each session one minute early so that I won’t have to
talk over the commotion of packing up.” See Chapter 4, “Classroom Conduct
and Decorum.” (Source: Carbone, 1998)
Plan how to handle wait lists. The wait list for an oversubscribed large -
enrollment course can steal a considerable amount of your time. Be prepared
for enrolled students who dither for a week or more about whether to drop your
course, enrolled students who do not appear until two weeks into the term, and
wait-listed students who refrain from doing the assignments (because they don’t
know if they will be admitted) or who energetically pester you about adding
the class. If there are no departmental or collegewide policies about wait lists,
consider setting policies that limit wait lists to a reasonable percentage of the
enrollment, that clear wait lists on the first or second day of class, and that drop
students who do not attend the first and second class meetings.
Plan how to handle student announcements. Some instructors prohibit any
student announcements in class. Others adopt one or more of the following strategies (adapted from UC Berkeley listserv on teaching):
• Announcements in class: Some faculty restrict in-class announcements to one minute and allow a maximum of two announcements per class session. Some faculty
require students to e-mail proposed announcements for clearance beforehand.
Some faculty also limit announcements to those directly related to the content
of the course.
• Announcements by course e-mail: Faculty typically inform students that they will edit
all proposed announcements for length, clarity, and relevancy and that these
announcements will be limited to two or three a week.
• Announcements written on a designated panel of the chalkboard.
• Leafleting: Students may distribute flyers outside the door of the classroom to
entering students, but they may not leaflet inside or leave flyers on students’
seats.
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Plan how to grade homework. If you do not have a graduate student instruc-
tor (GSI) or reader, grade samples of homework assignments to save time. For the
assignments you do not grade, post the answers so that students can assess their own
performance. See Chapter 19, “Maintaining Instructional Quality with Limited
Resources.”
Plan how to collect and return homework. The following procedures can expedite the return of homework and avoid the misdirection of items:
• Use your learning management system or collaborative and learning environment to accept and return homework.
• Set up boxes with a homework folder for each student. For the sake of privacy,
fold and staple the paper before placing it in the folder or ask students to
submit their work with a cover page that has only their name on it.
• Place students’ work in alphabetical stacks (A–G, H–N, etc.). Give each of your
readers or GSIs a stack and have students go to different parts of the room to
receive their work. Or have students line up in alphabetical order and march
past you as you return their work.
• Return homework during office hours.
• Collect and hand back work in sections (if your course has sections).
• Post the correct answers online, but don’t return any homework.
Stagger due dates for essay or research papers. One faculty member requires
all three hundred of his students to write one paper during the semester, but
students write on different topics and the papers are due on different dates. At
the beginning of the term, he randomly divides the class into ten groups of thirty
students each. He announces the dates when the various groups are to turn
in their papers. All students receive their paper topics two weeks before their
due date. Using this approach, the instructor is able to read and respond to all
three hundred papers but never reads more than thirty in a given week. (Source:
Erickson et al., 2006)
Use multiple-choice tests as an alternative. Use your learning management sys-
tem to design tests that can be scored online. Multiple-choice exams can measure
both fundamental knowledge and complex concepts. To give students practice in
writing and grappling with open-ended questions, include two or three items that
call for a few paragraphs of explanation or analysis. If you do not use a learning
management system for testing, optical scanning and scratch-off technology allow
for the quick and reliable scoring of in-class exams.
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Brown, G., and Atkins, M. Effective Teaching in Higher Education. London: Methuen, 1988.
Brown, S., and Race, P. Lecturing: A Practical Guide. London: Kogan Page, 2002.
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Carbone, E. L. Teaching Large Classes: Tools and Strategies. Thousand Oaks, CA: Sage, 1998.
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Chanock, K. “One Good Thing about Lectures: They Model the Approach of the Discipline.” Journal of General Education, 1999, 48(1), 38–52.
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15
Delivering a Lecture
Lecturing is not simply a matter of standing in front of a class and reciting
what you know. The classroom lecture is a special form of communication in
which voice, gesture, movement, facial expression, and eye contact can either
complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students’ attentiveness
and learning. The following suggestions, based on the teaching practices of faculty and on research studies in speech and communication, are intended to help
you capture and hold students’ interest and increase their retention.
General Strategies
Observe excellent teachers. If your college gives out teaching awards, ask to visit
the classes of those who have been designated excellent lecturers or watch them
on a webcast. Take note of teaching strategies that work that are different from
yours. UC Berkeley has short clips, with explanatory text, of faculty who have
received the Distinguished Teaching Award (teaching.berkeley.edu/video.html).
Watch yourself on video. Often we need to see our good behaviors in order
to exploit them and see our undesirable behaviors in order to correct them. If
you want to improve your public speaking skills, viewing a video recording of
yourself can be invaluable; see Chapter 53, “Video Recordings and Classroom
Observations.”
Learn how not to read your lectures. At its best, lecturing resembles a natural,
thoughtful conversation between instructor and student, with each student feeling as though the instructor is speaking to an audience of one. If you read your
lectures—even if you are a dynamic reader—your presentation will seem formal
and distant, and you forfeit the expressiveness, animation, and spontaneity of
plain talking. Reading from notes also reduces your opportunities to engage your
class in conversation and prevents you from maintaining eye contact. On this
point all skilled speakers agree: use notes, but don’t read your presentation.
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Prepare yourself emotionally for class. Some faculty play rousing music before
lecturing. Others set aside fifteen or thirty minutes of solitude to review their
notes. Still others walk through an empty classroom gathering their thoughts. Try
to identify for yourself an activity that gives you the energy and focus you need to
speak enthusiastically and confidently. (Source: Lowman, 1995)
Opening a Lecture
Take a moment to warm up. Go to class a little early and talk informally with
students. Or walk in the door with students and engage them in conversation.
Using your voice informally before you begin to lecture will help you maintain a
conversational tone.
Minimize nervousness. Some nervousness is normal. Take a few deep breaths
before you begin, or tighten and then release the muscles of your body from
your toes to your jaw. Once you are under way, your nervousness will lessen. If
you freeze up during the lecture, experienced instructors recommend that you
take a sip of water, which gives you time to collect your thoughts, then smile and
continue.
Signal that the lecture is beginning. Give students a cue to quiet down: dim or
flicker the lights, change the slide that is projected on the screen, or bang a gavel.
Select any visual or auditory device that doesn’t require you to yell over the din.
Grab students’ attention with your opening. Open with a provocative question,
startling statement, unusual analogy, striking example, personal anecdote, dramatic contrast, powerful quote, short questionnaire, demonstration, or mention
of a recent news event. Here are some sample openings:
• From a sociology lecture: “How many people would you guess are sent to
prison each week in the state of California? Raise your hand if you think 50
people or fewer. How about 51 to 100? 101 to 150? Over 150? (Pause.) In fact,
over 250 people are placed in custody every week.”
• From a business lecture: “Teddy has been with the company for nearly four
years and is considered a good worker. Recently, though, he’s been having
problems. He’s late for work, acts brusque, and seems sullen. One morning he
walks into the office, knocks over a pile of papers, and leaves them lying on
the floor. His supervisor says, ‘Teddy, could you please pick up the papers so
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•
•
•
•
•
•
that no one trips over them?’ Teddy says loudly, ‘Pick them up yourself.’ If you
were the supervisor, what would you do next?”
From a rhetoric lecture: “The number-one fear of Americans—more terrifying
than the fear of death—is public speaking.”
From an economics lecture: An economist shows a slide of farmers dumping
milk from trucks or burning cornfields and asks, “Why would people do this?”
From a physics lecture: “Watch what happens to this balloon when the air is
released.”
From an architecture lecture: “How many of you believe that ‘high-rise’ housing means ‘high-density’ housing?”
From a social welfare lecture: “Nearly three-quarters of all assaults, two-thirds
of all suicide attempts, half of all suicides, and half of all rapes are committed
by people under the influence of what drug? How many think crack? Heroin?
Marijuana? None of the above? The correct answer is alcohol.”
From a psychology lecture: “Look at this incomplete image of a penny, something you see every day. What is missing?”
Announce the objectives for the class. Tell your students what you expect to
accomplish during the class, or list your objectives on the screen or board. Place
the day’s lecture in context by linking it to material from earlier sessions.
Establish rapport with your students. Warmth and rapport have a positive effect
on any audience. Students will feel more engaged in the class if the opening minutes are personal, direct, and conversational. (Source: Heppner, 2007)
Capturing Students’ Interest
Watch your audience. Focus on your students as if you were talking to a small
group. One-on-one eye contact will increase students’ attentiveness and enable
you to catch facial expressions and body language that indicate whether you
are speaking too slowly or too quickly, or whether students need another example
or explanation. A common mistake lecturers make is to become so absorbed in
the material that they fail to notice whether students are paying attention and
following along.
Vary your delivery to keep students’ attention. Students’ attention is likely to
wander over the course of a class period. To extend students’ attention spans and
recapture wandering minds, try the following techniques:
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151
• Ask questions at strategic points or ask for comments or opinions about the
subject.
• Play devil’s advocate or invite students to challenge your point of view.
• Have students solve a problem individually, or have them break into pairs,
trios, or quartets to brainstorm or answer a question or discuss a topic.
• Pause to allow students to catch up on their notetaking.
• Intersperse slides, charts, graphs, videos, or film clips.
(Sources: Bligh, 2000; Heppner, 2007; Wilson and Korn, 2007)
Make the organization of your lecture explicit. Put an outline on the screen or
board before you begin, outline the development of ideas as they occur, or post
a list of major points online before class. Outlines help students take better notes
and focus on the progression of the material. If their attention does wander, students can more readily catch up with the lecture if they have an outline in front
of them.
Convey enthusiasm for the material. Think back to what inspired you as an
undergraduate and to the reasons you chose your academic field. Even if you
have little interest in a particular topic, try to come up with a new way of looking
at it and do what you can to stimulate students’ enthusiasm. Everyone agrees that
if you appear bored with the topic, students will quickly lose interest. Researchers
recommend vocal and physical animation. To be vocally animated, draw attention to important words by lowering your pitch, use rising inflections to signal a
climax, and occasionally speak softly, which forces students to listen more carefully. Recommended physical gestures include making eye contact with students,
using varied facial expressions, changing gestures and posture for emphasis and
to command attention, and moving vigorously about the stage. (Sources: Brown
and Race, 2002; Tauber and Mester, 2007; Zimbardo, 1997)
Be conversational. Use conversational inflections and tones, varying your pitch
just as you do in ordinary conversation. If you focus on the meaning of what
you are saying, you will instinctively become more expressive. Choose informal
language, and try to be natural and direct.
Use concrete, simple, colorful language. Use first-person and second-person pro-
nouns (I, we, you). Choose dramatic adjectives; for example, “vital point” rather than
“main point” or “next point.” Eliminate jargon, empty words, and unnecessary
qualifiers (“little bit,” “sort of,” “kind of ”). If your class includes students who do
not speak English well, avoid slang and allusions that may be unfamiliar to them.
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Incorporate anecdotes and stories into your lecture. When you are in a storytelling mode, your voice becomes conversational and your face more expressive, and students tend to listen more closely. Use anecdotes to illustrate your
key points, but resist the impulse to incorporate tangential details that do not
support your learning objectives. For example, when explaining the meteorological processes involved in the formation of lightning, don’t distract students
with statistics about the number of people struck by lightning. (Source: Harp
and Maslich, 2005)
Don’t talk into your notes. If you are not using a lectern and you need to
refer to your note cards, raise the cards (rather than lower your head) and take
a quick glance at them. You will have an easier time if your notes are brief and
in large letters.
Maintain eye contact with the class. Look directly at your students one at a
time, for about three to five seconds—a longer glance will make most students
uncomfortable. Beware of aimless scanning or swinging your head back and
forth. Mentally divide the lecture hall into three to five sections, and address
comments, questions, and eye contact to each section during the course of your
lecture, beginning in the center rear of the room. Pick out friendly faces, but try
to include others. Don’t waste time hoping to win over the visibly uninterested;
concentrate on the attentive. If direct eye contact upsets your concentration, look
between two students or look at foreheads.
Use movement to hold students’ attention. A moving object is more compelling
than a static one. Occasionally, move about the room. Use deliberate, purposeful,
sustained gestures: hold up an object, take off your glasses, push up your sleeves.
To invite students’ questions, adopt an open, casual stance. Beware of nervous
foot shifting.
Use movement to emphasize an important point or to lead into a new
topic. Some faculty move to one side of the table or the lectern when presenting
one side of an argument and to the other side when presenting the opposing view.
This movement not only captures students’ attention but reinforces the opposition
between the two points of view. (Sources: Heppner, 2007; Tauber and Mester,
2007; Weimer, 1988)
Use facial expressions to convey emotions. If you appear enthusiastic and eager
to talk, students will be more enthusiastic about listening to you. Use your eyes,
Delivering a Lecture
153
eyebrows, forehead, mouth, and jaw to convey enthusiasm, conviction, curiosity,
and thoughtfulness. (Source: Lowman, 1995; Tauber and Mester, 2007)
Laugh at yourself when you make a mistake. If you mispronounce a word or
drop your notes, your ability to see the humor of the situation will put everyone
at ease. Don’t let your confidence be shaken by minor mistakes.
Avoid a boring lecturing style. Researchers have identified several characteris-
tics of boring lecturers: they ramble, go into too much detail, have a low rate of
activity, talk in a monotone at a sluggish pace, make little eye contact and have
few facial expressions, show little emotion and with flat affect, react minimally
to students’ questions, and conduct class and lecture in a predictable routine.
(Source: Forsyth, 2003)
Keep track of time. Be aware of how long you are taking to make your points.
Decide in advance what material you should have covered halfway through the
class period and what material you will leave out if you are behind schedule. Do
not try to speed up to cover everything in your notes. Have a plan for what to
omit: If I don’t have fifteen minutes left when I reach this heading, I’ll give only
one example and post the other examples online.
Mastering Delivery Techniques
Vary the pace at which you speak. Students need time to assimilate new infor-
mation and to take notes, but if you speak too slowly, they may become bored.
Try to vary the pace to suit your own style, your message, and your audience. For
example, present important points more deliberately than anecdotal examples.
If you tend to speak quickly, try to restate your major points so that students
can absorb them. Research shows that a speaking rate of about 100 words a
minute is optimal for students’ comprehension; understanding suffers when the
rate approaches 150–200 words a minute. (Source: Robinson et al., 1997)
Project your voice or use a microphone. Ask students whether they can hear
you, or have a graduate student instructor sit in the back corner to monitor the
clarity and volume of your lecture. When using a microphone, speak in a normal
voice and do not lean into the microphone.
Vary your pitch, volume, and intonation. Communication experts recom-
mend placing the emphasis on key nouns and verbs and building sentences to an
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emphatic conclusion, rather than letting them trail away. Try not to let the volume
of your voice drop at the end of sentences. Practice these techniques and apply
them to the first few sentences or minutes of your lecture. Over time you will
naturally expand these techniques to the entire lecture. Lowman (1995) describes
a series of voice exercises to improve projection, articulation, and tonal quality.
(Sources: Lang, 2008; Tauber and Mester, 2007)
Pause. The pause is one of the most powerful tools in public speaking. It is an
important device for gaining attention. Pauses can be used as punctuation—to
mark a thought, sentence, or paragraph—and also for emphasis, before or after
a key concept or idea. If you suddenly stop in midsentence, students will look up
from their notes to see what happened. Planned pauses also give you and your
audience a short rest. Some faculty take a sip of coffee or water after they say
something they want students to stop and think about. Other faculty deliberately
pause, announce, “This is the really important consideration,” and pause again
before proceeding.
Watch out for vocalized pauses. Try to avoid saying “um,” “well,” “you know,”
“OK,” or “so.” Silent pauses are more effective.
Adopt a natural speaking stance. Balance yourself on both feet with your toes
and heels on the ground. Beware of swaying or rocking back and forth. Keep
your knees slightly relaxed. Shoulders should be down and loose, with elbows
cocked, and your hands at waist level. If you use a lectern, don’t grip the sides,
elbows rigid; instead, keep your elbows bent and lightly rest your hands on the
lectern, ready for purposeful gestures.
Breathe normally. Normal breathing prevents vocal strain that impairs the pitch
and quality of your speech. Keep your shoulders relaxed, your neck loose, your
eyes fully open, and your jaw relaxed.
Closing a Lecture
Draw a conclusion. Help students see that a purpose has been served, that something has been gained during the class session. A well-planned conclusion rounds
out the presentation, ties up loose ends, suggests ways for students to follow up on
the lecture, and provides a sense of closure.
Finish forcefully. Don’t allow your lecture to trail off or end in midsentence
because the period is over, and avoid the last-minute “Oh, I almost forgot . . . .”
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155
An impressive ending will echo in students’ minds and prompt them to prepare
for the next meeting. End with a thought-provoking question or problem, a quotation that sets an essential theme, a summation of the major issue, or a preview
of coming attractions. For example, a physics professor ended a lecture by asking a volunteer to come up to the front, stand with his back to the wall, and try
to touch his toes. She challenged the class to think about why the volunteer was
not successful in this task. In this way, she dramatically introduced the topic of
the next lecture, center of gravity. Don’t worry if you finish a few minutes early;
explain that you have reached a natural stopping point. (But don’t make a habit
of quitting early.)
End your lecture with the volume up. Make your voice strong, lift your chin
up, keep your eyes on your audience. To signal class is over, say “See you on
Wednesday” or “Have a good weekend.” If the room is available, stay after class
for a few minutes to answer students’ questions, or walk out with students.
Improving Your Lecture Style
Make notes to yourself immediately after each lecture. Consider the timing,
the effectiveness of your examples, the clarity of your explanations, and the like.
Jot down questions students asked or comments they made. These notes will help
you be more effective the next time you give that lecture.
Record a video of your lecture. When reviewing a video recording of yourself
lecturing, you can watch the entire video, watch the video with the sound turned
off, or listen to the video without watching it. For advice on analyzing your video,
see Chapter 53, “Video Recordings and Classroom Observations.”
If you are listening to only the sound track, the following procedure is
effective (adapted from Lowman, 1995):
• Listen first straight through, without stopping or taking notes. What is your
overall impression of the voice you are hearing?
• Replay the recording, and jot down words that best describe your voice.
• Replay the recording again, this time focusing on the use of extraneous
words, the level of relaxation and fluency in the voice, patterns of breathing,
volume, pitch and pace, emphasis, and articulation.
You may be pleasantly surprised to discover that the nervousness you felt was
not visible to your class.
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Work with a communication consultant. Communication consultants can help
you develop effective delivery skills. Ask your campus faculty development office
for names of consultants or for a schedule of workshops on lecturing and public
speaking.
References
Bligh, D. A. What’s the Use of Lectures? San Francisco: Jossey-Bass, 2000.
Brown, S., and Race, P. Lecturing: A Practical Guide. London: Kogan Page, 2002.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Harp, S. F, and Maslich, A. A. “The Consequences of Including Seductive Details during
Lecture.” Teaching of Psychology, 2005, 32(2), 100–103.
Heppner, F. Teaching the Large College Class: A Guidebook for Instructors with Multitudes.
San Francisco: Jossey-Bass, 2007.
Lang, J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge,
MA: Harvard University Press, 2008.
Lowman, J. Mastering the Techniques of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1995.
Robinson, S. L., Sterling, H. E., Skinner, C. H., and Robinson, D. H. “Effects of Lecture
Rate on Students’ Comprehension and Ratings of Topic Importance.” Contemporary
Educational Psychology, 1997, 22(2), 260–267.
Tauber, R. T., and Mester, C. S Acting Lessons for Teachers: Using Performance Skills in the Classroom.
(2nd ed.) Westport, CT: Praeger, 2007.
Weimer, M. G. “Ways and Means of Communicating Structure.” Teaching Professor, 1988, 2(7), 3.
Wilson, K., and Korn, J. H. “Attention during Lectures: Beyond Ten Minutes.” Teaching of
Psychology, 2007, 34(2), 85–89.
Zimbardo, P. G. A Passion for Psychology: Teaching It Charismatically, Integrating Teaching
and Research Synergistically, and Writing about It Engagingly. In R. J. Sternberg (Ed.),
Teaching Introductory Psychology: Survival Tips from the Experts. Washington, DC: American
Psychological Association, 1997.
16
Explaining Clearly
Research has shown that student achievement correlates most highly with two
characteristics of effective teachers (Feldman, 1989). One is preparation and organization. The other is clarity and “understandableness.” The suggestions below
will help you communicate clearly and intelligibly to stimulate students’ thinking
and maximize their learning.
General Strategies
Give students a road map. At the beginning of class, provide a brief outline (on
the board or screen) of that day’s class. During the session, refer to the outline to
alert students to transitions and to the relationships between points. In addition,
if not available in the textbook, place on the course Web site definitions of new
terms; complex equations and formulas; and graphs, charts, and drawings.
Place key concepts in a larger context. To give students a sense of continuity
and meaning, introduce a new topic by explaining how it relates to earlier material and to the course’s main themes. To capture students’ attention, emphasize
the importance of the topic in addressing a specific problem or explaining a particular phenomenon. Students care about the relevance and application of ideas
and concepts, and they appreciate real-world examples. (Source: Bain, 2004)
Be selective. Students become confused, overwhelmed, or bored when they feel
inundated with information. Deliver the most essential information in manageable chunks. Focus on the fundamentals, use generalizations, and do not give too
many exceptions to the rule.
Set an appropriate pace. Talk more slowly when students are taking notes and
when you are explaining new material, complex topics, or abstract issues. You can
pick up the pace when relating stories, summarizing previous points, or presenting examples.
Assess your own clarity. Pay attention to puzzled expressions, dramatic fall-offs
in attendance, and low ratings for clarity on evaluations of your teaching. As you
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complete a topic, ask students to identify the main points, to state any questions
that remain unanswered, and to identify the point that remains most unclear.
Address misunderstandings promptly. (Source: Hativa, 1998)
Address possible barriers of an accent. American students may have trouble
understanding instructors from other countries who speak something other than
the usual range of American English. To address issues of accent, experts recommend that you give assignments in writing; use verbal signals when you speak
(“Well, let’s get started”); and say the same thing in a few different ways. (Source:
Sarkisian, 2006)
Aiding Students’ Comprehension
Build on students’ prior knowledge and current understanding. If an explana-
tion is beyond students’ level of understanding or fails to take into account their
misunderstandings or faulty knowledge about a topic, then comprehension breaks
down. (Source: Wittwer and Renkl, 2008)
Identify points that may be hard for students to understand. Think about your
students’ general level of preparation and try to anticipate what they may or may
not know. Researchers recommend that you look at your notes before class and
identify terms or concepts that may be unfamiliar. Add definitions for unusual
words or expressions as well as for technical terms. Introduce new terms one at a
time, and project each on the screen or write it on the board. Be ready to illustrate
concepts with examples. (Source: Sorcinelli, 2005)
Alert students to the start of a complex point. Cue students to the most difficult
ideas (“Almost everyone has difficulty with this one, so listen closely”). Because
students’ attention wanders throughout the hour, try to recapture their interest
before you explain a difficult point.
Create a sense of order. Convey the structure of the session with the following
techniques:
• Forecasting the topic: “ Today I want to discuss three reasons why the
government wants to mandate assessment of student learning in higher
education.”
• Announcing transitions: “The first pressure, then, came from concerns about
affordability and the increasing costs of higher education. Now let’s look at
Explaining Clearly
159
a second factor: how political candidates emphasized ‘accountability’ as a
campaign promise.”
• Restating the main ideas: “ We ’ve looked at three pressures on colleges to
institute assessment procedures: the government’s desire for cost-effectiveness,
the appeal of campaign slogans in the past election, and public disenchantment with higher education.”
Move from the simple to the complex, from the familiar to the unfamiliar. Lay
out the most basic ideas first and then introduce complexities. Start with what
students know and then move to new territory. (Source: Bain, 2004)
Begin with general statements and then provide specific examples. Research
shows that students generally remember facts or principles if they are first presented with the general rule; then given specific examples, illustrations, or applications; and then offered a restatement of the rule, generalization, or principle. For
complicated ideas, however, you might first offer an easy example that illustrates
the principle, then provide the general statement and explanation of the principle,
and then offer a more complex example or illustration. (Sources: Brown, 1978;
King, 1994; Wittwer and Renkl, 2008)
Give students opportunities to apply the explanations they hear or read. By
performing a task, solving a problem, or generating a self-explanation, students
can extend and deepen their understanding. (Source: Wittwer and Renkl, 2008)
Presenting Key Points and Examples
Limit the number of points you make in a lecture. Research shows that students
can absorb three to five points in a fifty-minute period and four to five points in a
seventy-five-minute class. Be ruthless in paring down the number of major points
you make, and be more generous with examples and illustrations that clarify your
arguments. Cut entire topics rather than condense each one. Refer interested students to resources that provide a more detailed treatment. (Source: Lowman, 1995)
Call attention to important points. Your students may not grasp the importance
of a point unless you announce it: “This is really important, so listen up” or
“The most important thing to remember is . . .” or “This is so important that you
should have it engraved on a plaque” or “You don’t have to remember everything
in this course, but you should remember . . . .” Follow through by explaining why
the particular point is important.
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Demonstrate a process rather than describe it. Instead of telling students how
to present a logical argument, present a logical argument and help them analyze
it. Instead of describing how to solve a problem, solve it in front of them, labeling
the steps as you go along.
Use multiple examples to show how the same idea applies in different
contexts. As examples of aerodynamic oscillation, one instructor describes hold-
ing a scarf out the window of a moving car, holding a thin piece of paper near an
air conditioner, and traveling across a suspension bridge battered by gale winds.
Use analogies, anecdotes, and vivid images. People tend to remember images
and strong anecdotes. Help students understand and recall important concepts by
pairing abstract content with a vivid image, a revealing anecdote, or a concrete
association. A physics professor describes velocity by presenting the image of a
speeding bullet. An integrative biology instructor compares the size, texture, and
other qualities of body organs to familiar objects such as a walnut or a grapefruit.
An economics professor defines a trillion by saying how long it would take to
count off a trillion seconds (31,700 years). (Sources: Ford, 2002; Kaufman and
Bristol, 2001; Lowman, 1995)
Using Repetition and Reinforcement
Use repetition to emphasize important material. Although it is commonly
believed that students can only pay attention for about fifteen minutes before their
minds begin to drift (Davis, 1993; McKeachie and Svinicki, 2006; Middendorf
and Kalish, 1996), researchers have found little empirical support for a fifteenminute attention span (Wilson and Korn, 2007). Students’ attention does wander,
but not at precise intervals. To underscore the importance of a point, plan to say
it more than once.
Find different ways to make the same point. No single explanation will be clear
to all students, so rephrase major points, and let students know you are doing so.
You might make a point twice, once in formal language and once colloquially.
Or you might present the same point in two or three different modes—verbally,
graphically, and numerically—or with different examples.
Use redundancy to let students catch up with the material. Students will have
trouble moving on to a second topic if they are still grappling with the first. Give
students a chance to catch up by building in redundancy, repetition, and pauses.
Explaining Clearly
161
References
Bain, K. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004.
Brown, G. Lecturing and Explaining. New York: Methuen, 1978.
Davis, B. G. Tools for Teaching. San Francisco: Jossey-Bass, 1993.
Feldman, K. A. “The Association between Student Ratings of Specific Instructional Dimensions and Student Achievement.” Research in Higher Education, 1989, 30(6), 583–645.
Ford, D. G. “Teaching Anecdotally.” College Teaching, 2002, 50(3), 114–115.
Hativa, N. “Lack of Clarity in University Teaching: A Case Study.” Higher Education, 1998,
36(3), 353–381.
Kaufman, J. C., and Bristol A. S. “When Allport Met Freud: Using Anecdotes in the Teaching of Psychology.” Teaching of Psychology, 2001, 28(1), 44–46.
King, A. Inquiry as a Tool in Critical Thinking. In D. F. Halpern and associates (Eds.),
Changing College Classrooms: New Teaching and Learning Strategies for an Increasingly Complex World.
San Francisco: Jossey-Bass, 1994.
Lowman, J. Mastering the Techniques of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1995.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Middendorf, J., and Kalish, A. “The Change-Up in Lectures.” National Teaching and Learning
Forum, 1996, 5(2), 1–5.
Sarkisian, E. Teaching American Students: A Guide for International Faculty and Teaching Assistants in
Colleges and Universities. (3rd ed.) Cambridge, MA: Harvard University Press, 2006.
Sorcinelli, M. D. “IDEA Item #10: Explained Course Material Clearly and Concisely.” PODIDEA Center Notes, July 2005. http://www.idea.ksu.edu/podidea/Item10Formatted.pdf
Wilson, K., and Korn, J. H. “Attention during Lectures: Beyond Ten Minutes.” Teaching of
Psychology, 2007, 34(2), 85–89.
Wittwer, J., and Renkl, A. “Why Instructional Explanations Often Do Not Work:
A Framework for Understanding the Effectiveness of Instructional Explanations.”
Educational Psychologist, 2008, 43(1), 49–64.
17
Personalizing the
Large-Enrollment Course
Classes of more than a hundred students pose special challenges for instructors. It is easy for students to feel anonymous or isolated in large courses and
difficult for them to get to know one another for support and group study. By
nature, large courses include students of varying abilities, interests, and aspirations, but they offer few opportunities for individual attention. The following
suggestions are designed to help you give your students a sense that their
presence and participation matter.
General Strategies
Be as flexible as your class plan will allow. Provide a “warm” classroom envi-
ronment that includes time for you to entertain students’ comments and give
immediate responses to their questions.
Share your enthusiasm and interests. The best lecturers give the impression that
they are talking to a few friends about topics of great personal and professional
concern. Let your students see that your interests and values extend beyond the classroom. Before class begins, one science faculty member plays the music of the composer or musician whose birthday is closest to that day, or a piece of music that sets
the tone for the class: soothing jazz for an exam, hard rock on a Friday.
Be attentive to the physical environment of the classroom. Make sure that the
lights are adequate for note taking, that glare does not interfere with the students’
view of the screen or chalkboard, and that the room temperature is comfortable.
Encourage students to increase their comfort by closing the blinds or opening the
windows.
Make the space seem small. A large lecture room will seem smaller if you stand
in front of the lectern, not behind it. Move about the room as you lecture, using
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163
the aisles if appropriate. If you have graduate student instructors, join with them
in distributing class materials. (Source: Gleason, 1986)
Creating a Sense of Community
Encourage students to get to know one another. Students who feel anonymous
in class are less motivated to learn and less likely to work hard, while students
who feel a sense of community pay more attention and participate more. On the
first day of class, ask students to introduce themselves to one or two others sitting
nearby. If your class does not have sections, explain how study groups operate,
and set aside class time to organize the groups (see Chapter 21, “Learning in
Groups”). Give short group assignments, or have the class form teams of two
or three students to submit test questions, work on in-class projects, and so on.
Ask students to exchange contact information with two other people in the class
or to look each other up on an online social networking site. For more ideas, see
Chapter 3, “The First Days of Class.”
Make an attempt to meet informally with students. In a large class, you will
not be able to meet each of your students, but it is worthwhile to get to know
some of them. Some faculty extend an invitation for students to drop by a café for
conversation. Others select two or three students a week from the class roster and
invite them to lunch. Still others hold afternoon teas in their offices throughout
the semester. One faculty member invites groups of students to a local ball game.
(Source: Padian, 1992)
Try to learn the names of some students and refer to students by name. Students
in a large class seem to appreciate an instructor’s attempts to learn some names.
If a student brings up a point, ask for the student’s name, and refer to that point
or question as his or hers. The effect of this personal address carries over to all the
students. (Source: Benjamin, 1991)
Ask students to submit autobiographical information. If class size permits,
during the first week of class ask students to complete a brief questionnaire with
their name, contact information, year in college, hometown, reasons for taking the course, expectations, hobbies or interests, work experience, and so on.
Summarize this information so that students know about their classmates. You
can also use this information to select course activities or match your examples
to students’ interests.
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Hold an in-class orientation for freshmen and transfer students. One science
faculty member dismisses his large introductory lecture class twenty minutes early
during the second week of the semester and invites first-year students to stay.
At this meeting, he reintroduces himself and the graduate student instructors,
learns a bit about the backgrounds of the students, and gives them advice on how
to study, the importance of attending class, the value of forming study groups,
campus resources for counseling and tutoring, and how to get to know professors
at a large university. (Source: Padian, 1992)
Provide extra-credit competitions. One faculty member offers students in a large
computer science course the chance to enter up to three contests per term to earn
extra credit. He reports that about 10 percent of his class of four hundred students
take up the offer. Contests have included programmed adventure games, robotics, and computer animations. He gives all the winners a certificate, extra-credit
points, and an invitation to dinner at his house the following term. Such contests
can challenge, encourage, and motivate the best students. (Source: Levy, 2004)
Minimizing the Distance Between Teacher and Student
Let students know that they are not faces in an anonymous audience. In
large courses students often think that their classroom behavior (eating, talking,
nodding off, arriving late, leaving early) goes unnoticed. By your word and deed,
let students know that you are aware of what is happening in class.
Ask students to refrain from sitting in certain rows. One math professor asks
students not to sit in rows 3, 6, 9, and 12, so that she can walk between the seats
and observe students when they are working on problems during class.
Invite specific students to sit in the front row. Before each class begins, one
faculty member writes a list of students’ names on the board; those students are
requested to sit in the front row. Over the course of the semester, every student sits
up front at least once. During the first few minutes of class, before he begins lecturing, the instructor talks informally to the front row about the homework, their
other courses, and the like. He reports that his students appreciate this interaction,
and most rate it as a positive experience. (Source: Wheeler, 2000)
Recognize students’ outside accomplishments. Read your campus newspaper,
scan the dean’s list, pay attention to undergraduate awards and honors, and let
students know you are aware of their achievements.
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165
Occasionally attend lab or discussion sections. Attending sections gives you an
opportunity to meet students and answer questions in a more personal setting.
Capitalize on outside events or situations, as appropriate. Relate major world
events or events on campus both to topics in your class and to the fabric of your
students’ lives outside the classroom. Consider posting a calendar or setting aside
class time to mention local events (plays, lectures, performances) that will enhance
their understanding of the subject matter.
Arrive early and chat with students. Ask how the course is going, whether they
are enjoying the readings, whether there is anything they want you to include in
lectures. Or ask students to walk back with you to your office after class.
Read a sample of assignments and exams. If you have graduate student
instructors who do most of the grading, let students know you will be reading
and grading some of their assignments and exams.
Seek out students who are doing poorly in the course. Write “I know you can
do better; see me during my office hours” on all exams graded C– or below. Offer
early assistance to students having difficulty.
Acknowledge students who are doing well in the course. Write “Good job! See
me after class” on all exams graded A– or above. Take a moment after class to
compliment students who are excelling. Some teachers send “A” students a letter
of congratulation at the end of the term.
Schedule topics for office hours. To encourage more students to come to your
office hours, periodically schedule a help session on a particular topic; see Chapter
55, “Holding Office Hours.”
Talk about questions students have asked in previous terms. Mention spe-
cific questions that former students have asked and explain why they are excellent questions. This acknowledgement lets students know that you take their
questions seriously and that their questions will contribute to future offerings
of the course. (Source: Gleason, 1986)
Listen attentively to all questions and answer them directly. If the answer to
a question will appear in an upcoming segment of your lecture, acknowledge
the aptness of the question, ask the student to hold onto the question for a bit,
and answer the question directly when you arrive at that subject; see Chapter 13,
“Fielding Students’ Questions.”
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Try to empathize with beginners. Remember that not all of your students are
as highly motivated and interested in the discipline as you were when you were
a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first
encounter with a concept—what examples, strategies, or techniques helped clarify
it for you? By describing that encounter and its resolution to your students, you
not only explain the concept but also convey the struggle and rewards of learning.
(Source: Gleason, 1986)
Monitoring Students’ Progress
Ask questions. By asking questions, you turn students into active participants and
you can also get a sense of their interests and comprehension. For example, you
might leave the last ten or fifteen minutes for students’ questions, and if several
questions concern one topic, incorporate a presentation on that topic into your
next lecture. If your class is too large for an open discussion, identify participation
areas of the room (the northeast quadrant one period, the southwest the next)
and engage that day’s group in discussion. Consider using clickers or other strategies to check on students’ understanding. See Chapter 32, “Informally Assessing
Students’ Learning.”
Take an extra pause to look out at the class after you have made a key point. Be
alert to nonverbal reactions that indicate that you have lost your students. For
example, are students asking their neighbors about a point they missed? If so, try to
identify the sticking point, or ask students to supply elaborations or illustrations.
If you have graduate student instructors, ask for periodic reports on problems
students are having. At the end of each week ask your graduate student instruc-
tors to list two or three points that caused students the most difficulty in discussion
sections. You might also ask for their observations about students’ responses to
your lectures.
Give frequent quizzes and two or more midterms. Frequent quizzes (graded or
ungraded) give students more opportunities to do well in your course, and they
give you a better sense of students’ progress. See Chapter 39, “Quizzes, Tests,
and Exams.”
Gather feedback during the semester. See Chapter 52, “Early Feedback to
Improve Teaching and Learning, ” and Chapter 32 , “ Informally Assessing
Personalizing the Large-Enrollment Course
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Students’ Learning,” for a variety of informal ways to check students’ progress
and gauge how and what they are learning.
References
Benjamin, L. T. “Personalization and Active Learning in the Large Introductory Psychology
Class.” Teaching of Psychology, 1991, 18(2), 68–74.
Gleason, M. “Better Communication in Large Courses.” College Teaching, 1986, 34(1), 20–24.
Levy, D. “Contests Motivate Top Students in Large Classes.” Stanford Report, December 3, 2004.
Padian, K. “Three Suggestions for Improving Contact with Students.” Journal of College
Science Teaching, 1992, 21(4), 205–206.
Wheeler, D. E. “To the Front of the Class.” Journal of Chemical Education, 2000, 77(11), 1440.
18
Encouraging Student
Participation in the
Large-Enrollment Course
Traditional lecturing suffers from a major defect: it is one-way communication in
which students sit, listen, and take notes. But students learn best when they take
an active role, when they discuss what they are reading, practice what they are
learning, and apply concepts and ideas. The following techniques have been used
successfully by faculty in various fields to engage large undergraduate classes in
student-student and student-faculty interaction, both to enhance learning and
to break up the potential tedium of straight lecturing. Though oriented toward
large-enrollment courses, these ideas can be implemented in classes of any size.
See also Chapter 22, “Informal Group Learning Activities.”
General Strategies
Challenge students’ notions about the large class. Many students assume that
they can sit silently in a large class, taking notes and watching the instructor do
all the work. To prepare students to take part in learning activities during class,
explain your teaching strategies and expectations at the beginning of the term.
Discuss the relationship between participation and learning, and let students
know that the in-class activities will give them a head start on homework and on
studying for exams. Begin engaging students at the first class session, when norms
for the class are being established. (Sources: Felder and Brent, 2003; Freisem and
Coutu, 2005; Messineo et al., 2007)
Plan how to engage students. As you prepare your lectures, decide at what
points you will stop lecturing and give students a task or exercise (as individuals, pairs, or small groups) of a specific duration (fifteen seconds to fifteen minutes). Consider also how you will handle reporting back: call on individuals for
responses, ask for volunteers, or provide your own response. Aim for variety in
the type of activity, size of groups, and the interval between lecture and activity.
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169
In the largest classes, of course, students will need more time to break into small
groups and to wrap up their work. (Source: Felder and Brent, 2003)
Breaking the Class into Small Groups
Group students in pairs or trios. At the beginning of a class session, ask students
to pair off with someone sitting beside or behind them for the purpose of discussing an issue or solving a problem later in the hour. At a stopping point in your
lecture, ask the pairs to define a term (“Describe the Doppler effect to your partner”), to pose a “why” or “how” question from the reading, to solve a problem,
to answer a question, or to identify the major points in the lecture. To dispel any
misinformation, offer a brief answer to the entire class when the pairs are done.
Studies show the effectiveness of this strategy on students’ short-term and longterm retention. (Source: Prince, 2004)
Use learning dyads. Give an assignment that students are to complete before the
next class meeting. The assignment may entail reading, problem solving, undertaking a field trip, conducting a laboratory experiment, or some other activity. In
addition to doing the assignment, each student is to prepare two or three questions
about the assignment; for example, “Why did Congress pass the Repatriation Act
of 1935?” In class, have the students pair off and ask their partners a question
from their list; students should alternate in the roles of questioner and responder.
At successive meetings, have students form new partnerships.
Form small working groups. Ask your class to form groups of three or four
students, and pose a task that the groups can resolve in two or three minutes.
For instance, ask the groups to rank several items, to identify the causes of a
given occurrence, to generate examples that illustrate a particular point, or to
suggest ways to remedy or change something. In a cognitive psychology class, a
faculty member asks groups to “identify which aspect of artificial intelligence has
the greatest impact on our lives: robotics, expert systems, pattern recognition, or
natural language.” In a math class, a faculty member hands out a short problem
for the groups to solve at their seats, but he distributes only one copy per group,
which compels the students to collaborate rather than work on their own.
If class size permits, let students know that you will be soliciting responses
from each group—this provides additional incentive for students to do the work.
If the class is too large, ask one or two groups to state their conclusions, and ask
how many of the groups agree.
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Use the snowball discussion technique. Ask the class to pair off. Pose a general
question that will generate several ideas from even the least sophisticated student:
“Who are the key professionals, besides the architect, involved in designing, financing,
and constructing a building?” Ask each pair to generate as many responses as possible
during a designated period (three or four minutes), with one member recording the
responses. When time is up, ask each pair to join with a nearby pair to form a fourperson group. The quartet can combine their ideas into one list and add new ideas to
it. If desired, the quartets can combine again to form octets. During the last round,
ask the students to select one member of the group to report back to the class.
This technique is helpful early in the term because it gets students thinking
about the subject matter, lets you see how much they already know about the field,
helps students overcome the isolation and impersonality of a large class, and sets
a pattern of student participation for the term. You can repeat the process later
in the term with a more sophisticated topic.
Convene simultaneous discussion groups. Announce a topic or question and
have students divide into discussion sections (twenty to twenty-five people) that
meet in corners of the lecture hall or move into empty neighboring classrooms.
Briefly sit in with each group to answer questions, comment on the topic, and help
the groups stay on track. It is helpful to give students guidelines on how to participate in a discussion (see Chapter 9, “Leading a Discussion”). As time permits,
reconvene the class to summarize the groups’ activities.
Use the thirty-five/five rule. When 35 percent of the groups have completed
an in-class task, the remaining groups have about five more minutes to finish.
(Source: Michaelsen, 2004)
Engaging the Entire Class
Ask students to brainstorm. Some faculty, even in classes of up to four hun-
dred students, pose a general open-ended question to the entire class and ask
students to brainstorm, that is, to offer as many suggestions as possible without
judging their validity. For example, “What factors contributed to the formation
of OPEC?” Give your students these guides for brainstorming:
• Quantity is the goal: the more suggestions, the greater the likelihood of obtaining good ones.
• No one should criticize any suggestion.
• Freewheeling ideas are welcome.
Encouraging Student Participation in the Large-Enrollment Course
171
Write your students’ suggestions on the screen or board in rough categories (for example, social, economic, and political factors) but do not label the
categories; instead, ask your students to name the categories or themes. Or you
can sift through the list, combine related ideas, and provide the major conclusions
yourself. Some faculty stop in the middle of a lecture and ask students to write their
thoughts on the subject being discussed. (Sources: Bligh, 2000; Frederick, 1986)
Post questions or problems. Begin the period by asking students to raise questions or
problems. Write these on the screen or board, but do not answer the questions—just
help your students state their problems. Once the list is finished, you can sort the
items into categories. If the list is long and time is limited, ask the class to vote on
which problems should be given priority. You can then either respond to the questions
yourself or assign questions to groups of students. Some of the benefits of posting
questions include increased participation, an attitude toward problems as challenges
rather than as evidence of inadequacy, and increased self-confidence as students help
others and are helped by them. (Source: McKeachie and Svinicki, 2006)
Devise an online questionnaire. Create a short questionnaire covering one or
more controversial topics (theories, research findings, positions on issues) that
will be addressed during the course. After each controversial statement, list five
response categories: strongly agree, agree, neither agree nor disagree, disagree,
strongly disagree. Have students complete the questionnaires online.
Throughout the semester, reveal selected results from the survey as they relate
to new concepts or issues covered in lectures or readings. Offer the class a snapshot or profile of itself so that each student can see how his or her views match
those of classmates. If time permits, ask one or more members of the class who
took a “strongly agree” or “strongly disagree” position to state their reasons and
evidence. Such discussions bring controversies to life, and students tend to be
interested in hearing the opinions and reasoning of fellow students.
Pause during your lecture to pose a quick problem or ask a question. Give stu-
dents a few minutes to solve a problem at their seats; after you explain the answer,
proceed with your lecture. For example, ask students to reorder a set of randomly
sequenced steps, to correct the error in a weak argument, or to select a response to
a multiple-choice question. (Or use clickers to call for votes on an issue or answer;
see Chapter 32, “Informally Assessing Students’ Learning.”) Or you might ask
questions that have a one- or two-word answer—” What’s the next number in
the Fibonacci sequence 0, 1, 1, 2, 3, 5, 8, ______?” “Who painted Expulsion from
Paradise?” Keep the pace brisk, move about the class, and call on people with
direct eye contact. (Sources: Cooper and Robinson, 2000; Gleason, 1986)
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The Large-Enrollment Course
Pause during your lecture for a short ungraded writing activity. See Chapter
34, “Helping Students Write Better in All Courses” for a variety of informal
in-class writing activities.
Ask students to become experts on a key term. At the beginning of the semester,
post a list of concepts, ideas, people, organizations, or events. Ask each student to
select one term (in large classes, groups of students may choose the same term).
For their first assignment, students submit a one-page “definition” of their term.
Throughout the semester, students are encouraged to read in depth on their term
and to serve as in-house experts when that term comes up in lecture. (Source:
Christensen, 1988)
Encourage students to ask questions. If the class is too large for you to call on
students, ask students to write their questions on index cards and pass them to
the aisles. If there are only a few questions, you can quickly sort them and give
answers on the spot. If you receive many questions, tell students you will address
them during the next session. A variation is to shuffle and redistribute the cards
and have individual students read a question aloud and give a response. (Source:
Staley, 2003)
Conduct a large-group discussion. To hold a discussion with several hundred
students, let disagreement play a major part. After a student expresses a point
of view, ask the rest of the class to indicate whether or not they agree. Once
agreement is registered by a show of hands, ask for points of disagreement or
alternative views and put these to a show of hands. Keep the discussion moving by searching for different ideas and inviting comments that support different
views. (Source: Maier, 1963)
Periodically cut short your lecture. Occasionally end your lecture half an hour
early and use that time for informal discussion. One faculty member allows students to leave the room at that point; for those who stay, he reports holding lively
discussions about the lectures, reading assignments, and the discipline. (Source:
Padian, 1992)
Avoid starting a serious discussion near the end of the period. As class draws
to a close, students’ questions or comments may be stifled by peer pressure for
the dismissal of class.
Allow time for students to write a summary of what has been presented. Peri-
odically, at the end of the class session, ask students to jot down the two or three key
Encouraging Student Participation in the Large-Enrollment Course
173
points of the day’s lecture or the question that is uppermost in their minds. Collect
their responses and review a sample as a check on what they have learned.
References
Bligh, D. A. What’s the Use of Lectures? San Francisco: Jossey-Bass, 2000.
Christensen, T. “Key Words Unlock Students’ Minds.” College Teaching, 1988, 36(2), 61.
Cooper, J. L., and Robinson, P. “Getting Started: Informal Small-Group Strategies in Large
Classes.” New Directions for Teaching and Learning, no. 81. San Francisco: Jossey-Bass, 2000,
pp. 17–24.
Felder, R. M., and Brent, R. “Learning by Doing.” Chemical Engineering Education, 2003, 37(4),
282–283.
Frederick, P. J. “The Lively Lecture—8 Variations.” College Teaching, 1986, 34(2), 43–50.
Freisem, K., and Coutu, L. M. Aligning in Large Class Instruction. In D. H. Wulff (Ed.),
Aligning for Learning: Strategies for Teaching Effectiveness. Bolton, MA: Anker, 2005.
Gleason, M. “Better Communication in Large Courses.” College Teaching, 1986, 34(1), 20–24.
Maier, N.R.F. Problem-Solving Discussions and Conferences. New York: McGraw-Hill, 1963.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Messineo, M., Gaither, G., Bott, J., and Ritchey, K. “Inexperienced versus Experienced Students’ Expectations for Active Learning in Large Classes.” College Teaching, 2007, 55(3),
125–133.
Michaelsen, L. K. Team-Based Learning in Large Classes. In L. K. Michaelsen, A. B.
Knight, and L. D. Fink (Eds.), Team-Based Learning: A Transformative Use of Small Groups in
College Teaching. Sterling, VA: Stylus, 2004.
Padian, K. “Three Suggestions for Improving Contact with Students.” Journal of College Science Teaching, 1992, 21(4), 205–206.
Prince, M. J. “Does Active Learning Work? A Review of the Research.” Journal of Engineering
Education, 2004, 93(3), 223–231.
Staley, C. Fifty Ways to Leave Your Lectern. Belmont, CA: Wadsworth/Thomson, 2003.
19
Maintaining Instructional
Quality with Limited
Resources
In large classes, compared to small classes, the curriculum is more tightly
prescribed, student-instructor interaction is more limited, and procedures are
more formalized (Hattie, 2005). Although students and faculty may prefer small
classes, the financial constraints of many colleges and universities, especially those
in the public sector, necessitate large-enrollment courses. More challenging still,
these courses are often taught without graduate student instructors (GSIs) or
readers, and with little or no funding for guest lecturers, classroom technology,
laboratory sessions, or field trips.
Professors who teach these large courses must decide how to handle the
responsibilities and tasks that were once entrusted to GSIs and readers: How will
tests and writing assignments be graded? What will replace weekly sections? This
chapter discusses how to provide quality education on a tight budget by restructuring courses and adopting cost-efficient teaching and testing techniques.
General Strategies
Use technology as part of course redesign. Instructors can use learning management software to create online tutorials, exercises, and other resources that address
core skills and foundational principles that were traditionally handled in GSI-led
sections. Research shows that after an initial outlay for development, cost savings
can be achieved through technology without risks to students’ grades, retention,
or conceptual understanding. (Sources: Guskin and Marcy, 2003; Harley et al.,
2003; Twigg, 2003)
Develop students’ independence. Help students develop the skills they need to
become independent, self-regulated learners. It can be both cost-effective and
educationally desirable to invest in efforts to promote students’ autonomy early in
174
Maintaining Instructional Quality with Limited Resources
175
their college years. See Chapter 29, “Helping Students Learn.” (Source: Gibbs
and Jenkins, 1992)
Prepare students for new ways of learning. If you implement group testing,
peer teaching, or other nontraditional strategies, discuss these approaches with
your students and give them the skills they need to succeed at these tasks. Be
explicit about learning objectives, assessment requirements and criteria, and levels
of academic support. (Source: Gibbs and Jenkins, 1992)
Administering and Grading Tests without Readers and GSIs
Ask students to submit proposed test questions. Faculty have had success in
adapting students’ items for midterm exams. See Chapter 39, “Quizzes, Tests,
and Exams.”
Consider group testing. In group testing, pairs or small groups of students com-
plete a single test. The challenge of group testing is assessing performance in ways
that are fair to individuals when the evidence is a single exam. One option is to
give all members of the group the same grade. Another option lets students distribute grades among themselves. For example, if a test receives a score of 80, the
four students who worked together on the test would have 320 (80 ⫻ 4) points to
distribute among themselves. If you want to use this kind of strategy, describe the
process and have students determine the criteria for allocating points before they
submit the exam. See Chapter 39, “Quizzes, Tests, and Exams.” (Source: Cannon
and Newble, 2000)
Consider peer grading. For midterms or quizzes (but not the final exam), arrange
to have each test individually graded by two different students during class time
(with you as the third reader if the two student graders disagree). Students need
training, scoring guidelines, and practice for this strategy to be effective. But it does
provide students an additional opportunity to learn. See Chapter 39, “Quizzes,
Tests, and Exams.” (Source: Race et al., 2005)
Develop rubrics and grading criteria. For short answer and essay questions,
rubrics can significantly cut down grading time. In addition, if the guidelines are
distributed to students in advance of the exam, students may write higher quality
answers which can lead to easier grading. See Chapter 36, “Evaluating Students’
Written Work.” (Source: Race et al., 2005)
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The Large-Enrollment Course
Assigning and Grading Writing Assignments without
Readers and GSIs
Don’t read and grade every piece of writing. Even if you cannot respond to
each writing assignment, students will learn more about the topic if they write
about it. Ask students to analyze or critique each other’s work in small groups
during or outside of class. Or have students write for their own purposes, without
any feedback. Students will learn that they are writing in order to think more
clearly, not to obtain a grade. As time permits, collect a sample of papers and
skim them.
Assign brief in-class writing. Before discussing a topic, ask students to write a
paragraph or two summarizing what they know about the topic or what opinions
they hold. Do not collect these; the purpose is to focus students’ attention. Or you
can ask students to write in response to short-answer questions you pose during
class. For example, you could ask three or four questions that test students’ recall
of the assigned readings. (Source: Tollefson, 2002)
Use peer response groups. Divide the class into groups of three or four students
and schedule a critique session during which students read and comment on each
other’s rough drafts. Provide the groups with guidelines for responding to the
drafts (see Chapter 34, “Helping Students Write Better in All Courses”). Faculty
who have had students grade other students’ work report that the grades students
assign closely match the faculty member’s own assessment. (Source: Erickson
et al., 2006)
Develop a standard feedback sheet. Include common student errors with space
for check marks and assessment criteria with space for brief comments. (Source:
Race et al., 2005)
Assigning and Grading Problem Sets without
Readers and GSIs
Give frequent homework but do not grade every assignment. Some instruc-
tors collect all the homework assignments and grade only one or two problems
on each; other instructors collect two or three problems a week for grading. Some
faculty ask their students to place all their homework in a notebook and to submit
the notebook for checking every few weeks. You can also give and grade short
in-class quizzes based on the problem sets. For ungraded assignments, post an
Maintaining Instructional Quality with Limited Resources
177
answer sheet online or distribute one in class on the day the homework is due and
have students check their own work. (Source: Zietz and Cochran, 1997)
Encourage students to collaborate on homework or projects. Students can
learn from each other by working together. Ask students to work in small groups
and submit a single homework assignment. For suggestions on grading group
work, see Chapter 21, “Learning in Groups.”
Evaluate some class requirements on a pass/fail basis. Instead of assigning
a numerical grade or a letter grade to every piece of homework, use two-point
system (pass/not pass) or a three-point system (check, check plus, or zero).
Holding Discussion Sections without Readers and GSIs
Build discussion online. Use learning management or other software to create
online student discussion groups or chat rooms. Keep in touch with students electronically through a message board; see Chapter 11, “Online Discussions.”
Use undergraduate teaching assistants ( UTA s). Some departments allow
advanced undergraduates to earn credit by tutoring and teaching sections of
first-year students. These UTAs can respond to papers, grade tests, and conduct
review sessions. Students report that UTAs are often effective tutors because they
are better able to remember their own difficulties in learning the material. If you
do use UTAs, plan to provide pedagogical guidance and mentoring, including
a pre-semester orientation, weekly meetings to discuss logistics and pedagogy,
classroom observation, and the like. Also, if your campus has a teaching assistants’
union, work with the union in devising a plan for using UTAs. (Source: CiviklyPowell and Wulff, 2002; McKeegan, 1998; Miller et al., 2001; Twigg, 2003)
Offer a substitute for discussion sections. In lieu of small, weekly, GSI-led sec-
tion meetings, offer fewer, larger, open-ended sections that any student in the
class can attend. Encourage students to teach one another during these sections.
Students, of course, will be less knowledgeable and adept than GSIs, but they will
benefit from the experience of learning how to explain concepts to peers. (Source:
Gibbs and Jenkins, 1992)
References
Cannon, R., and Newble, D. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. (4th ed.) London: Kogan Page, 2000.
178
The Large-Enrollment Course
Civikly-Powell, J., and Wulff, D. H. Working with Teaching Assistants and Undergraduate
Peer Facilitators to Address the Challenges of Teaching Large Classes. In C. A. Stanley
and M. E. Porter,. Engaging Large Classes: Strategies and Techniques for College Faculty.
San Francisco: Jossey-Bass, 2002.
Erickson, B. L., Peters, C. B., and Strommer, D. W. Teaching First-Year College Students. San
Francisco: Jossey-Bass, 2006.
Gibbs, G., and Jenkins, A. (Eds.). Teaching Large Classes in Higher Education: How to Maintain
Quality with Reduced Resources. London: Kogan Page, 1992.
Guskin, A. E., and Marcy, M. B. “Dealing with the Future Now: Principles for Creating
a Vital Campus in a Climate of Restricted Resources.” Change, July/Aug. 2003, 35(4),
10–21.
Harley, D., Maher, M., Henke, J., and Lawrence, S. “An Analysis of Technology Enhancements in a Large Lecture Course.” Educause Quarterly, 2003, 26(3), 26–33.
Hattie, J. “The Paradox of Reducing Class Size and Improving Learning Outcomes.” International Journal of Educational Research, 2005, 43(6), 387–425.
McKeegan, P. “Using Undergraduate Teaching Assistants in a Research Methodology
Course.” Teaching of Psychology, 1998, 25(1), 11–14.
Miller, J. E., Groccia, J. E., and Miller, M. S. (Eds.). Student-Assisted Teaching: A Guide to FacultyStudent Teamwork. Bolton, MA: Anker, 2001.
Race, P., Brown, S., and Smith, B. 500 Tips on Assessment. (2nd ed.) London: RoutledgeFalmer,
2005.
Tollefson, S. K. Encouraging Student Writing. (rev. ed.) Berkeley: Office of Educational
Development, University of California, 2002.
Twigg, C. A. “Improving Quality and Reducing Cost: Designs for Effective Learning.”
Change, July/Aug. 2003, 35(4), 22–29.
Zietz, J., and Cochran, H. H. “Containing Cost without Sacrificing Achievement: Some
Evidence from College-Level Economics Classes.” Journal of Education Finance, 1997, 23,
177–192.
PART V
Alternatives and
Supplements to
Lectures and Discussion
20.
Web 2.0
21.
Learning in Groups
22.
Informal Group Learning Activities
23.
Formal Group Learning Activities
24.
Case Studies
25.
Simulations: Role Playing, Games, and Virtual Worlds
26.
Service Learning and Civic Engagement
27.
Undergraduate Research
28.
Guest Speakers
20
Web 2.0
The term Web 2.0 was coined in 2004 to refer to Web sites and applications that
foster collaboration, user participation, interactivity, and content sharing. Web
2.0 includes blogs, microblogs, wikis, social networks, tagging and bookmarking,
online discussion boards, multimedia and file sharing, syndication, podcasts, and
multi-user virtual environments. The following list summarizes the principal concepts underlying Web 2.0 (adapted from Anderson, 2007; Brown and Adler, 2008;
David, 2007; Solomon and Schrum, 2007; Sreebny, 2007):
• facilitating the individual creation and manipulation of digital information
and artifacts
• offering strong support for and low barriers to sharing individual creations
• harnessing the “power of the crowd,” the collective intelligence of large groups
of people, in problem solving, forecasting, and other activities in which the
independent judgments of participants are aggregated
• maximizing the architecture of participation, whereby the precision or value
of an application or service improves over time as usage increases
• affirming openness in source software and content distribution that allows users
to access, reuse, and recombine (mashup) digital materials
This chapter gives some examples of how instructors have integrated Web 2.0
into their courses. Online discussion boards are treated in Chapter 11, “Online
Discussions”; multi-user virtual environments are introduced in Chapter 25,
“Simulations”; and podcasting is discussed in Chapter 33, “Mobile Learning.”
General Strategies
Be open to new developments. Try to stay informed about new applications and
media, but don’t worry if you can’t keep up. As appropriate, rely on colleagues
and your campus’s information technology staff. If you have interests in this area,
a helpful resource is the Horizon Report, an annual publication of the New Media
Consortium and Educause Learning Initiative that identifies and describes emerging technologies likely to impact teaching, learning, and creative expression in
181
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Alternatives and Supplements to Lectures and Discussion
higher education. However, most faculty will want to think twice before joining
the early adopters, who run the risk that start-up companies may discontinue
operations or tech support. Some college libraries have set up online self-study
programs (called Learning 2.0) where instructors can explore and expand their
knowledge of Web 2.0. (Sources: Anderson, 2007; David, 2007)
Select technologies based on pedagogical principles. In the broadest terms, the
general tasks of instructors include identifying course content, organizing students’
learning experiences, assessing student performance, and providing feedback to
learners. The general tasks of students include reading, searching, collecting, and
analyzing content; practicing what is being learned; presenting a point of view;
and demonstrating mastery. Consider which Web 2.0 technologies to incorporate
into your course in light of these teaching and learning activities. For example, with
forums or discussion boards students can present their points of view; with multimedia sharing, they can demonstrate what they have learned. (Source: McGee
and Diaz, 2007)
Recognize the educational opportunities and challenges posed by Web 2.0. It
is too soon for researchers to have examined whether Web 2.0 applications improve
student learning, although common sense suggests that online collaborative activities will enhance motivation and learning for many students. Some commentators,
however, warn that Web 2.0 heralds an amateur do-it-yourself culture that prizes
opinion over expertise and that ignores traditional methods for authenticating
knowledge and designating authority. Other challenges posed by Web 2.0 include
the following (from Anderson, 2007; David, 2007; McGee and Diaz, 2007):
• the speed with which new technologies emerge versus the length of time
instructors need to adopt and integrate technology into their courses
• clashes over privacy, shared authorship, intellectual property rights, and
ownership of content
• difficulties in determining whether material comes from a trusted source and
is accurate and up-to-date
• students’ struggles to adapt to using the new media and applications for
educational purposes rather than for entertainment
Weigh the pros and cons of using Web - based versions of desktop
applications. For word processing, spreadsheets, e-mail, and other tasks, Web-
based applications are alternatives to applications that reside on users’ computers.
Perhaps the best-known are the many tools and applications developed by Google.
Issues to consider in deciding whether to adopt these free tools for classroom use
Web 2.0
183
include ease of use, security and privacy, data backup, advertising and marketing,
and support and training.
A Sample of Applications
Blogs. A typical blog consists of a series of time-stamped entries posted by the
blog’s creator, each of which is followed by comments contributed by readers; a vlog
(video blog) uses video as the primary media source. Many campuses have learning management systems or collaborative learning environments that make it easy
for instructors and students to create and maintain blogs. Faculty and students
can also use free open-source technology (see, for example, the tools available at
www.blogger.com). Blogs are updated from several times a day to several times a
week; they tend to use an informal, conversational tone; and they offer easy ways
to alert readers when new posts or comments are added.
Instructors can use blogs for the following purposes (adapted from Britt,
2007; Educause Learning Initiative, August 2005a; Educause Learning Initiative,
August 2005b; Warlick, 2007):
• to provide answers to questions about course content or course procedures
as they arise
• to give students their unvarnished point of view and invite conversation,
reaction, and comments
• to create a class Web site, using plug-ins that allow for e-mail, voice mail,
and quick polling
• to provide a forum for peer review, with students posting their drafts or final
versions of papers so that other students can read and comment on them
Microblogs. With microblog services, users can send text-based updates or post
short messages via Web sites, instant messaging, and mobile devices to people
who have subscribed to receive them. Currently, messages are limited to 140
characters (for example, in Twitter). Here are some suggested instructional uses
of microblogging (adapted from the PsychTeacher listserv):
• to make students aware of a news item or timely event related to the course
content (“See today’s New York Times article on depression”)
• to request answers to simple questions ( “ homework helpful for today ’s
class topic?”)
• to give the class real - time feedback while grading their papers ( “ thesis
statements need work”)
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Alternatives and Supplements to Lectures and Discussion
• to let students know in real time when you are in your office available to see
students (“in office; no students waiting”)
• to encourage students to comment about a shared experience as it is happening;
for example, while watching a laboratory demonstration
Wikis. A wiki allows multiple users to write and edit a Web document. The online
encyclopedia Wikipedia exemplifies the advantages and disadvantages of collective
composition: the collaboration of many contributors lends breadth and depth to
the entries even as it endangers accuracy and objectivity. Newer wiki reference
works seek to overcome these difficulties by requiring contributors to use their real
names or by relying on established scholars and anonymous peer-review.
To create a wiki for a course or a department, faculty use either a campuswide
learning management system or an open source program such as www.wikispaces
.com. Here are some typical wiki projects (adapted from Educause Learning
Initiative, July 2005; Parry, 2008; Warlick, 2007):
• Ask students to fact-check and then update an article in Wikipedia that is relevant
to the content of the course. Or ask students to pick a controversial article in
Wikipedia (for example, global warming), review the history of the article and
the contributors’ ongoing discussion and debate (accessed by tabs at the top
of the article), and then analyze themes and discourse that led to the current
entry. Or ask students to use primary source documents to prepare an entry for
Wikipedia on a topic from the course.
• Assign group projects and have students use wikis for collaboration and
group authoring. For example, teams of students might be asked to interpret
a group of poems, post their comments on a wiki page, and respond to one
another’s remarks. Or different teams of students might summarize different subsets of the readings that they then put together into a comprehensive
summary of course readings.
• Have students draft, revise, and submit an individual assignment on a wiki site.
The wiki’s automatic revision history will save each draft of the assignment,
allowing the instructor to see the evolution of the paper.
• Create wikis for students to produce a collaborative set of class notes, a course
bibliography or reference list, or a summary of key points at the end of a
course unit.
• Establish a wiki to facilitate cross - disciplinary or cross - institutional
collaboration.
Social bookmarking and tagging. Using social bookmarking (to create a list of
Web links) and tagging (to provide keywords for each link), students can collect
Web 2.0
185
a set of Web resources, share their list with others, and provide a classification
scheme for those resources. In an academic context, tagging serves as an analytic
exercise that requires students to identify overarching themes, major points,
and the value of their resource list for classmates and other audiences. (Source:
Educause Learning Initiative, May 2005)
RSS and syndication. Through Web syndication, content producers can make
their text, video, or audio files available to individual subscribers and to other Web
sites. Content producers use RSS (Really Simple Syndication) or other feeds to
inform subscribers about updates to a Web site, blog, or podcast. Clicking on a
small icon on Web pages and blogs allows users to register and to receive regular
feeds from that site on their computer or mobile device. The RSS feed may
consist of headlines, short bits of text, photos, or entire podcasts.
Peterson’s maintains a College and University Feed Directory (directory.
edufeeds.com) that catalogs hundreds of higher education RSS feeds organized
by topic. Faculty can also use RSS to keep in touch with students concerning
course work, other academic activities, and developments in their fields of study,
without having to go from Web site to Web site. (Sources: Anderson, 2007; David,
2007; Educause Learning Initiative, April 2007; Solomon and Schrum, 2007)
Social networking. Originally, social networking sites emphasized setting up
groups of friends and relationships. Each participant in a social networking site
creates a personal profile of interests and activities using text, photos, videos,
music, and links to other profiles or Web sites. Participants also create networks
of people to whom they grant various types of access and updates. On campus,
locally hosted social networking sites (for example, through Ning) may be limited
to students in a course, department, or interdisciplinary program and created
around academic topics. Social networking sites have now expanded to include
blogs, asynchronous dialogs, and more content, evolving into general media
platforms.
Current social networking sites can enhance learning and motivation by
facilitating collaboration and information sharing. Most of the scant research on
social networking in higher education, however, has focused on self-presentation
(how individuals shape identity online), friendship performance, network structure,
online/offline connections, and privacy issues (boyd and Ellison, 2007). Some
research has begun to explore issues of race, ethnicity, and class in social network
sites. Hargittai (2007), for example, found that white students gravitate toward
Facebook, while Chicano/a–Latino/a–Hispanic students are more likely to have
MySpace pages. Asian American students prefer Facebook to MySpace but use
other social network sites, like Xanga.
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Alternatives and Supplements to Lectures and Discussion
Some faculty participate in commercial social network sites as a way of
staying in contact with current and former students and advisees. Some students
appreciate this participation (Mazer et al., 2007), but others see faculty as
interlopers (Lipka, 2007). One general caution about commercial sites—which you
may wish to share with your students—is that participants have no control over
what may happen to materials on the site after a change in policy or ownership.
Here are some tips on using current campus and commercial social network
sites for instructional purposes (from boyd and Ellison, 2007; Cho et al., 2007;
Lemuel, 2006; Lipka, 2007; Mazer et al., 2007; Miller and Jensen, 2007):
• Your profile will likely be intensely scrutinized by students. Keep your entries
professional and related to educational topics. Present yourself as a trustworthy
individual who has students’ best interests in mind.
• Respect students’ privacy. Don’t use a social network site to gossip or spy on
students. Don’t lecture or criticize students regarding items in their profiles.
• Look up students who are your advisees before you meet with them so that
you will have a better understanding of their current circumstances.
• Post pictures from class field trips or research activities.
• Check in with a student who has missed several classes to see if all is well.
• Post requests to recruit students for undergraduate research projects.
• Be cautious about “ friending ” ; accept requests from students but don’t
initiate any.
• Let students know whether they can form study groups through social
networking sites to exchange advice, tips, and ideas about homework
assignments or whether study groups should be formed only through the
learning management system or collaborative learning environment.
Peer - to - Peer file sharing As defined by Wikipedia, file sharing “ refers to the
providing and receiving of digital files over a network, usually following the peerto-peer (P2P) model, where the files are stored on and served by personal computers of the users.” Typically, students both provide (upload) and receive (download)
files, often through flash drives. File sharing is wildly popular for swapping music
and movies, frequently from unauthorized sources, despite efforts by the entertainment industry to litigate over copyright infringement. Currently, educational
applications of P2P file sharing are limited though some universities are working
on projects for exchanging files among educational institutions globally.
Multimedia sharing. Various Web sites allow users to upload, view, annotate, and
share photographs, audio clips, and video clips on a variety of devices (desktop
computers, laptops, MP3 players, mobile phones). Users can also create play lists
Web 2.0
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of their favorites and subscribe to others’ videos. Instructors can select educational
videos from online repositories, post their own videos (for example, end-of-unit
summaries or lab experiments), and incorporate multimedia into students ’
projects and assignments. One faculty member asked students to identify videos
on YouTube that related to particular topics in the course readings. Another
instructor assigned students to search for photographs that illustrated important
course concepts. Some universities have posted entire courses on YouTube, along
with panel discussions, poetry readings, and campus events. (Sources: Lang, 2008;
Solomon and Schrum, 2007; Trier, 2007)
Data mashups. As defined by Wikipedia, a mashup is a Web application that
“combines data from more than one source into a single integrated tool.” An
example of a data mashup is a map of air quality in the United States, created by
the U.S. Environmental Protection Agency (EPA), that combines Google Earth
with data on the amount and kind of pollutants emitted by businesses. Faculty are
using mashups to help students better understand crime patterns, for example,
or government and nonprofit responses to natural disasters. (Source: New Media
Consortium and Educause Learning Initiative, 2008)
Personal learning environments. Some educators use the term “ personal
learning environment” (PLE) to refer to online tools that allow students to manage
their academic work by selecting the Web applications and materials they need to
acquire, document, and communicate the skills and information they are learning.
In contrast, instructor- and institution-controlled learning management systems
restrict the content, services, and applications to a centralized repository.
PLEs may include applications and tools for the production of blogs,
wikis, podcasts, social bookmarking, instant messaging, social networking
and aggregation, and digital recombination and mashups. Indeed, so many
applications are available that the first challenge for students and faculty is
selecting and learning to use the different tools. (Sources: PLE, 2008)
Online academic exchange. A large-scale example of online academic exchange
is Harvard University’s H2O project, an open source site that has two components:
the Idea Exchange and the Rotisserie. The Idea Exchange includes all features
needed to host a course entirely on H2O, including applications for uploading
resources (readings, notes, videos, and so on) and for running discussion boards.
The system also facilitates the collaborative development of course materials by
allowing project leaders to browse, search, and import the materials of other
project leaders. Because materials created on the Idea Exchange are covered
by a Creative Commons license, all project leaders share in the free exchange
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Alternatives and Supplements to Lectures and Discussion
of educational content. The Rotisserie hosts discussion boards that encourage
thoughtful discourse. Faculty have organized H2O projects on such topics as
power, politics, and the state; world religions; and bringing chemistry to life.
(Sources: Anderson, 2007; David, 2007; Harvard H2O Web site; Solomon and
Schrum, 2007)
References
Anderson, P. What Is Web 2.0? Ideas, Technologies and Implications for Education. UK: Joint
Information Systems Committee, 2007. http://www.jisc.ac.uk/media/documents/
techwatch/tsw0701b.pdf
boyd, d. m., and Ellison, N. B. “Social Network Sites: Definition, History and Scholarship.”
Journal of Computer-Mediated Communication, 2007, 13(1) 210–230.
Britt, M. A. “Setting Up a Blog or Podcast for the Teaching of Psychology: A ‘How To’ and
‘Why To.’ ” Excellence in Teaching, Society for the Teaching of Psychology, October 2007.
Brown, J. S., and Adler, R. P. “Minds on Fire: Open Education, the Long Tail and Learning
2.0.” Educause Review, January–February 2008, 43(1), 16–33.
Cho, H., Gay, G., Davidson, B., and Ingraffea, A. “Social Networks, Communication Styles,
and Learning Performance in a CSCL Community.” Computers and Education, 2007, 49(2),
309–329.
David, C. “Working the Web.” University Business, April 2007, 10(4), 64–68.
Educause Learning Initiative. “7 Things You Should Know about Social Bookmarking.” May
2005. http://connect.educause.edu/library/abstract/7ThingsYouShouldKnow/39378
Educause Learning Initiative. “7 Things You Should Know about Wikis.” July 2005.
http://connect.educause.edu/library/abstract/7ThingsYouShouldKnow/39381
Educause Learning Initiative. “7 Things You Should Know about Blogs.” August 2005a.
http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/39383
Educause Learning Initiative. “7 Things You Should Know about Videoblogging.” August
2005b. http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnow
About/39382
Educause Learning Initiative. “7 Things You Should Know about RSS.” April 2007.
http://connect.educause.edu/library/abstract/7ThingsYouShouldKnow/39401
Hargittai, E. “Whose Space? Differences among Users and Non-Users of Social Network
Sites.” Journal of Computer-Mediated Communication, 2007, 13(1), 276–297.
Harvard H2O. Home page, n.d. http://h2o.law.harvard.edu/index.jsp
Lang, J. M. On Course: A Week-By-Week Guide to Your First Semester of College Teaching. Cambridge,
MA: Harvard University Press, 2008.
Lemuel, J. “Why I Registered on Facebook.” Chronicle of Higher Education, September 1, 2006.
Lipka, S. “For Professors, ‘Friending’ Can Be Fraught.” Chronicle of Higher Education,
December 7, 2007, 54(15), A1.
Mazer, J. P., Murphy, R. E., and Simonds, C. J. “I’ll See You on Facebook: The Effects of
Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning,
and Classroom Climate.” Communication Education, 2007, 56(1), 1–17.
Web 2.0
189
McGee, P., and Diaz, V. “Wikis and Podcasts and Blogs! Oh My! What Is a Faculty Member
Supposed to Do?” Educause Review, Sept./Oct. 2007, 42(5), 28–40.
Miller, S. E., and Jensen, L. A. “Connecting and Communicating with Students in Facebook.”
Computers in Libraries, 2007, 27(8), 18–22.
New Media Consortium and Educause Learning Initiative. Horizon Report, 2008.
http://www.nmc.org/publications/2008-horizon-report
Parry, D. “Wikipedia and the New Curriculum.” Science Progress, 2008.
http://www.scienceprogress.org/2008/02/wikipedia-and-the-new-curriculum/
“PLE (Personal Learning Environment).” Learning Technologies Center Wiki, University of
Manitoba, May 2008. http://ltc.umanitoba.ca/wiki/Ple
Solomon, G., and Schrum, L. Web 2.0: New Tools, New Schools. Washington, DC: International
Society for Technology in Education, 2007.
Sreebny, O. “Digital Rendezvous: Social Software in Higher Education.” Educause Center for
Applied Research, 2007, no. 2.
Trier, J. “Cool Engagements with YouTube: Part 1.” Journal of Adolescent and Adult Literacy,
2007, 50(5), 408–412.
Warlick, D. F. Classroom Blogging. (2nd ed.) Raleigh, NC: Landmark Project, 2007.
21
Learning in Groups
Researchers report that, regardless of the subject matter, students working in small
groups tend to learn more and demonstrate better retention than students taught
in other instructional formats. Students who work in groups also appear more
satisfied with their classes, and group work provides a sense of shared purpose that
can increase morale and motivation. In addition, group work introduces students
to the insights, values, and worldviews of their peers, and it prepares students for
life after school, when many will be working on teams (Astin, 1993; Barkley et al.,
2004; Johnson et al., 1991; Millis and Cottell, 1998; Pascarella and Terenzini,
2005; Prince, 2004; Slavin, 1996; Springer et al., 1999).
Group work can be incorporated into almost any course, regardless of
enrollment or content. The methods and techniques go by many names, so the
jargon can be confusing. Moreover, the distinctions among them are not always
clear. One way to sidestep the internecine debates about terminology is to sort
the various approaches by principal focus:
• terms that reinforce the notion that the learner or student is the primary focus
of instruction: learner-centered instruction, student-centered instruction, student-driven
methods, student active teaching
• terms that emphasize the importance of interaction and “doing”: handson learning, participative learning, authentic learning, constructivist learning, interactive
engagement, pedagogies of engagement, interactive teaching and learning, inductive teaching
and learning
• terms that stress the importance of working in groups: cooperative learning, collaborative
learning, collective learning, learning communities, peer teaching, peer learning, reciprocal
peer learning, team learning, syndicate learning, study groups, base groups, work groups
• terms that describe structured approaches to developing solutions to real-world
problems: problem-based learning, project-based learning, guided design, inquiry learning,
discovery learning
Some people use the umbrella term active learning to encompass all these
types of pedagogies, but others point out the term is misleading and that “passive
learning” is a state that does not really exist (Lyons et al., 2003).
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Learning in Groups
191
All these strategies share several assumptions (adapted from Bonwell and
Eison, 1991; Meyers and Jones, 1993):
• Listening to lectures and taking notes will carry students only so far in their
academic and intellectual development. Students need opportunities to do
more than listen and watch others.
• In addition to promoting the transmission of information, higher education should help students develop their skills and capacities for higher-order
thinking.
• College students are mature enough to assume some responsibility for teaching
themselves and for teaching others.
• Students benefit from reflecting on what they are doing and what they have
learned.
To implement these concepts, college instructors most often look to three
types of group work: informal learning groups, formal learning groups, and study
groups (adapted from Johnson et al., 1991).
Informal learning groups are ad hoc clusterings of students during a single
class session. Informal learning groups can be initiated, for example, by
asking students to turn to several neighbors and spend two minutes discussing a question you have posed. Instructors can organize informal groups at
any time in a class of any size to check on students’ understanding of the
material, to give students an opportunity to apply what they are learning, or
to provide a change of pace.
Formal learning groups are established to complete a specific task (conduct a
lab experiment, write a position paper, carry out a project). These tasks
may extend over several weeks or the entire term. Students work together
until the task is finished and their project is evaluated or graded.
Study groups are long-term groups (usually over the course of a semester)
with stable membership whose primary responsibility is to provide support,
encouragement, and assistance in completing course requirements and
assignments. Study groups also help members catch up when they have
missed a class. The larger the enrollment and the more complex the subject
matter, the more valuable study groups can be.
The suggestions below are designed to help you set up formal learning groups and study groups. Three other chapters— 22 , “ Informal Group
Learning Activities”; 9, “Leading a Discussion”; and 18, “Encouraging Student
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Alternatives and Supplements to Lectures and Discussion
Participation in the Large-Enrollment Course”—describe a variety of ways to
incorporate informal learning groups into your courses. Chapter 34, “Helping
Students Write Better in All Courses,” discusses informal collaborative writing
activities. Chapter 20, “Web 2.0,” describes ways technology can be used to
promote learning in groups. Chapter 23, “Formal Group Learning Activities,”
offers brief descriptions of pedagogies that faculty have used to incorporate realworld problems into their courses.
General Strategies
Plan for each stage of group work. When you are writing your course syllabus,
decide which topics, themes, or projects might lend themselves to formal group
work. Think about how you will organize students into groups, help group members negotiate among themselves, provide feedback to the groups, and evaluate
the products of group work. (Source: Race, 2000)
Carefully explain to your class how the groups will operate and how students
will be graded. Take a bit of extra time to explain the objectives of the group task
and define relevant concepts. Students will need advice about what group membership means, how to get started, and how to know when their task is done.
Students will also want to know how they will be graded. Keep in mind that group
work is more successful when students are graded against a set standard rather
than against each other (on a curve). (Source: Bacon et al., 1999)
Help students develop the skills they need to succeed in groups. Many students
will need tips about active and tolerant listening, helping one another master content, giving and receiving constructive criticism, and managing disagreements and
conflicts. Discuss these skills with your students, provide resources as needed,
and model and reinforce these skills during class. Studies show that interpersonal skills training is a key to successful learning for students working in groups.
(Sources: Prichard et al., 2004, 2006; Stein and Hurd, 2000)
Consider using written contracts. Some faculty have students sign contracts,
generated by the students or by the instructor, that list members’ obligations to
their group and penalties for slacking off. Responsibilities include being prepared
and ready to share, listening actively, and being supportive of others. Sample penalties include taking on extra work and making up missed assignments. (Source:
Barkley et al., 2004)
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Designing Group Work
Create group tasks that require interdependence. Mutual reliance is a powerful
motivator for learning, and group work is most effective when students know
that they “sink or swim” together, when each member feels responsible to and
dependent on the others, and when no one student can succeed unless all in
the group succeed. Strategies for promoting interdependence include specifying
common rewards for the group, encouraging students to divide up the labor, and
formulating tasks that compel students to reach a consensus. (Sources: Engle
and Conant, 2002; Johnson et al., 1991)
Assign tasks that are integral to the course objectives. Some faculty recommend
assigning tasks that require the analysis of complex issues and that rely on
judgment and decision making. As reported by Johnson, Johnson, and Smith
(1991), for example, in an engineering class, a faculty member gives groups a
problem to solve: Determine whether the city should purchase twenty-five buses
or fifty. Each group prepares a report, and a representative from each group is
randomly selected to present the group’s solution. The approaches used by the
various groups are compared and discussed by the entire class.
Create assignments that fit the students’ skills, interests, and abilities. Early in
the term, assign relatively easy tasks; as the term progresses, increase the difficulty. For
example, a faculty member teaching research methods begins by having students identify various research designs and sampling procedures. Later, group members generate
their own research designs. At the end of the term, each group prepares a proposal for
a research project and submits it to another group for review and evaluation.
Assign tasks that allow for a fair division of labor. Try to structure the tasks so
that each group member can make an equal contribution. For example, one instructor asks groups to write a report on alternative energy sources. Each member of the
group is responsible for research on one source, and all the members work together
to incorporate the individual contributions into the final report. Another faculty
member asks groups to prepare a medieval newspaper. Students research aspects
of life in the Middle Ages, and each student contributes one major article for the
newspaper, which includes news stories, features, and editorials. Students conduct
their research independently and use group meetings to share information, critique
and edit articles, proofread, and design the layout. (Source: Tiberius, 1999)
Consider administering group tests. Faculty who have used group exams report
that groups consistently achieve higher scores than individuals and that students
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Alternatives and Supplements to Lectures and Discussion
enjoy collaborative test taking. Faculty who use this technique recommend the
following steps for in-class exams:
• Assign group work at the beginning of the term so that students develop
skills for working in groups.
• Use multiple-choice tests that include higher-level questions. Allow about
three minutes of discussion per item (for example, fifteen multiple-choice
questions for a forty-five-minute exam).
• Divide students into groups of no more than five.
• Have students take the test individually and turn in their responses. Then have
the group convene to arrive at a consensus answer for each question. For each
correct response a group attains, add bonus points to the test score of every
student in the group.
See Chapter 39, “Quizzes, Tests, and Exams.” (Sources: Cottell, 2000;
Michaelsen et al., 2004; Toppins, 1989)
Organizing Learning Groups
Decide how the groups will be formed. Ideally, all students will have equal
opportunities to participate and feel included in their group. You may need to
make an extra effort to reduce the chances that a student who appears different
from others in the class will feel isolated; for example, a male in a predominantly
female class or a student with a visible disability. Openly discuss with students how
differences (in culture, ethnicity, nationality, disability, sexuality, age, language,
background, ways of thinking) do not hinder the task at hand but actually
strengthen a group by providing greater diversity of perspectives, knowledge,
and insights. Research shows that diverse groups of problem solvers consistently
outperform groups composed entirely of individuals who are highly skilled at
solving problems (Page, 2007).
Here are some common approaches to forming groups:
• Assign students to groups based on specific criteria. Some faculty try to maximize group
heterogeneity, creating a mix of males and females, verbal and quiet students,
the cynical and the optimistic, the stellar and the struggling. Sometimes,
though, students will distrust the process or feel that favoritism is at work.
• Assign students to groups randomly. Some faculty assign students to groups using
the first letter of the students’ last names, a table of random numbers, or a
count-off procedure. One faculty member uses an activity to randomly form
Learning in Groups
195
groups in small classes: the class forms two parallel lines, one for men and one
for women ordered by height. The lines then merge alternately if the number
of men and women are about equal, or one to two or more if numbers are
disproportionate. The resulting single line counts off “1, 2, 3, . . . n” to form
n groups. Random assignment, however, can produce unbalanced teams in
terms of skill sets and diversity.
• Have students choose their teammates. Self-selected groups seem to work best when
students already know one another; for example, in small classes and in small
residential colleges. Some research shows that self-selected groups are initially
more cohesive, which improves performance, and better able to manage
interpersonal conflicts. Self-selected groups, however, tend to be based on
affinities (friends, teammates, members of the same ethnic group). This may
be uncomfortable for students who are shy or who don’t belong to one of the
major groups in a course and may feel left out (“last one chosen”). If you ask
students to create their own groups, remind them that diversity strengthens a
group by including a variety of points of view, skills, and values. Another pitfall
of self-selection is “groupthink”—the failure to conduct adequate research and
examine alternatives in order to maintain group solidarity.
• Use a combination strategy. Some faculty select the groups after asking students
to express their preferences (“Name the three students you would most like to
work with”) and assign students into groups with at least one classmate for
whom they expressed a preference. Other faculty specify the criteria for the
groups—for example, a mix of genders, majors, and nonmajors—and allow
students to select their teammates. For large classes, some faculty use open
source software to make the assignments: students complete a short questionnaire that includes preferences for teammates, and the software makes assignments that satisfy both the instructor’s criteria and the students’ preferences.
• Use student self-assessment to form groups. Identify the three or four most important
skills for success in the group project (such as communication skills, analytical skills, technology skills, and background in a particular content area) and
add the generic “jack of all trades.” Have students rank their strengths in these
categories from highest to lowest skill level. Then, using a portion of class time,
ask students to raise their hands if they rated themselves highly as each skill
is announced and randomly assign students to n groups. Students raise their
hands only once unless not placed in a group.
Since the methodologies for assigning students to groups have strengths
and drawbacks, some faculty vary the methods they use over the term. (Sources:
Bacon et al., 1999; Barkley et al., 2004; Blowers, 2003; Jaques and Salmon, 2007;
Johnson et al., 1991; Walvoord, 1986)
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Alternatives and Supplements to Lectures and Discussion
Be conscious of group size. In general, groups of four or five members work
best; in larger groups, students have fewer opportunities to participate. Groups
of four allow for some pair work, but groups of five preclude tie votes. Students
who are less skillful tend to work best in smaller groups, and shorter tasks are also
conducive to smaller groups. (Sources: Bean, 1996; Brufee, 1999; Cooper et al.,
2003; Johnson et al., 1991)
Encourage students to begin with a team-building exercise. For example, ask
students to take two items from their backpack, handbag, or pocket and then
introduce themselves to the group using the items to describe themselves. Or ask
each group to come up with a name, logo, or slogan that represents it. (Source:
Deeter-Schmelz et al., 2002; Stein and Hurd, 2000)
Help students get off to a good start. As a first assignment ask each group to
prepare a collective response to questions such as the following (adapted from
POD listserv):
• What specific factors or conditions lead to a well-functioning and effective
group?
• How will you help your group meet each of those conditions for success?
• How will your group handle a group member who misses a group meetings, fails
to complete assignments in a timely fashion, or interacts poorly with others?
• What specifically can each individual do to help the group work harmoniously
and productively?
Keep groups together. When a group is not working well, avoid breaking it up,
even if the group requests it. The addition of the floundering group’s members
to ongoing groups may throw off their group process, and the bailed-out troubled
group does not learn to cope with its unproductive interactions. (Source: Barkley
et al., 2004)
But consider rotating group membership throughout the semester. Let students
know that they will have the opportunity to work in groups with a different set of
students later in the term.
Guiding Learning Groups
Help groups plan how to proceed. Ask each group to devise a plan of action:
who will be doing what and when. Review the written plans or meet with each
group to discuss its plan.
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197
Give advice on how to make group decisions. Discuss various methods
for decision making (adapted from Barkley et al., 2004):
After a period of discussion, the group can vote and the majority wins; the
drawback to this process is that a narrow majority can overwhelm the minority
and encourage factionalism.
In a variation called negative minority the group discusses a list of suggestions
and votes to eliminate the most unpopular one; discussion and elimination
continue until only one suggestion remains. This method has the advantage
of creating consensus when there are many ideas and few voters, although it is
time consuming and some members will be unhappy when their ideas are voted
down.
In consensus the group discusses and negotiates a decision until everyone
is satisfied. This technique has the advantage of allowing all members the
opportunity to be heard and to influence the decision, although the process may
be stressful and time consuming.
Using criteria to make decisions has the advantage of giving an objective
measure of the quality of a solution, but students may struggle to agree on
appropriate criteria.
Compromise avoids either- or decisions but can take a long time because
students must engage in give-and-take on each idea under consideration.
Regularly check in with the groups. When the task spans several weeks, you will
want to establish checkpoints with the groups. Ask groups to turn in outlines or
drafts or to meet with you.
Minimize student resistance to group work. If some students undermine the
group, complain about group work, or seem hostile, try to determine the reasons
for the resistance. Help students see how group work fi ts into your overall
goals for the course. Discuss a sample group task and explain how groups often
come up with more and better solutions than an individual. (Sources: Barkley et
al., 2004; Cooper et al., 2003)
Provide mechanisms for groups to deal with uncooperative members. Some
faculty structure group tasks to include anonymous follow-up assessments in which
each student comments on the participation of other group members, identifying
who did extra work and who shirked. If several people indicate that a student was
a shirker, he or she receives a lower grade than the rest of the group. This system
works best when groups have a mid-project discussion of whether any members
are not doing their share. Members who are perceived as shirkers then have an
opportunity to make amends.
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Alternatives and Supplements to Lectures and Discussion
Here are some other options for dealing with shirkers (from Oakley, 2002;
Race, 2000; Walvoord, 1986):
• Limit groups to three students: it is hard to be a shirker in a small group.
• Give the groups some advice on handling unproductive group behavior:
• As a group, agree on expectations of members and the consequences for
violations.
• Address problem behaviors as soon as they occur rather than hoping they
will get better over time.
• If a group member doesn’t respond to e-mails or phone messages, don’t
waste more time trying to follow up.
• If a student misses meetings and fails to turn in satisfactory work, his or her
name will not go on the finished product.
• Allow the groups, by majority vote, to dismiss a member who is not carrying
a fair share. Students who are dropped have four options: persuade the group
to reconsider, find acceptance in another group, complete the project on their
own, or take a failing grade for the project.
Perhaps the best way to assure comparable effort by all group members is
to design activities in which there is a clear division of labor and each student
must contribute if the group is to reach its goal.
Encourage students to use technology to facilitate coordination. Remind
students that they can replace meetings with audio and video conferences, online
bulletin boards and chat rooms, and e-mail. Use a learning management system,
such as Blackboard, or a collaborative and learning environment such as Sakai,
or a social networking site, such as Facebook, that has private space (for groups to
post and review materials, have online conversations, and so on) and public space
(for classmates and faculty to view ongoing work). (Sources: Clyde and Delohery,
2005; Duarte and Snyder, 1999)
Evaluating Group Work
Ensure that the groups know how each member is doing. Groups need to
know who needs more assistance in completing the assignment, and members
need to know they cannot sit back and let others do all the work. You can see how
individual students are progressing by giving spot quizzes and calling on students
to give a status report on their group. (Source: Johnson et al., 1991)
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199
Give students an opportunity to evaluate the effectiveness of their group. Once
or twice during the group task, ask group members to discuss two questions: What
action has each member taken that was helpful for the group? What action could
each member take to make the group more effective?
At the end of the project, consider asking students to complete a brief
confidential evaluation of the effectiveness of the group and its members. Develop
the form in collaboration with your students; Web-based templates can make data
collection and analysis easier. Here are some typical questions:
• Overall, how effectively did [name of team member] work on this task?
• To what extent did [name of team member]
• prepare
• listen carefully
• participate
• deliver on promises
• ask for reactions to own contributions
• encourage others to participate
• respect others’ ideas
• deal constructively with conflicts
• Give an example of something you learned from [name of team member]
Some studies have found that end-of-course peer evaluations can undercut
team cohesion and effectiveness (Bacon et al., 1999), perhaps because students
will tolerate bad situations, rather than confronting team members, with the plan
of “getting even” on the peer evaluation form. You can minimize this outcome
by emphasizing that groups should have frequent, open conversations about their
internal dynamics. (Sources: Barkley et al., 2004; Freeman and McKenzie, 2002;
Gueldenzoph and May, 2002; Johnson et al., 1991; Walvoord, 1986)
Give students an opportunity to evaluate themselves. Help students reflect on what
they have learned and how they have learned it. Consider asking students to complete
a short questionnaire with items such as these (adapted from Barkley et al., 2004):
•
•
•
•
In what ways did you help or hinder the progress of the group?
From this experience, what did you learn about the course content?
From this experience, what did you learn about how you interact with others?
How will you apply what you have learned to new situations, your future goals,
your study habits?
• What was the best/worst/most challenging thing that happened?
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Alternatives and Supplements to Lectures and Discussion
Decide how to grade members of the group. Explain your grading system to
students before they begin their work. The system should encourage teamwork,
positive interdependence, and individual accountability. Some faculty assign
all students in the group the same grade on the group task. Grading students
individually, they argue, inevitably leads to competition within the group and
thus subverts the benefits of group work. However, students may view group
grades as unfair to those who may not have carried their load. Other faculty
grade the contribution of each student on the basis of individual test scores and
the group’s evaluation of each member’s work.
If you are going to take into account the group ’s evaluation of each
member’s work, research shows that it is best to have students evaluate each other
independently and confidentially, using holistic criteria (Sharp, 2006). Three
methods for incorporating student evaluations are most commonly used:
• Ask students to allocate points to themselves and others in the group based on their level of
effort. For example, if a group has four members, members are to allocate four
points. If Kevis did more work than the others, Kevis might receive 1.3 points.
If Jared and Julie did an equal amount of work, they would each receive 1
point. Oliver, who contributed less, would receive 0.7 point. Then if the group
project receives a score of 80 percent from the instructor, Kevis would earn an
individual score of 104 percent (1.3 ⫻ .80), Jared and Julie would each score
80 percent (1 ⫻ .80), and Oliver would score 56 percent (0.7 ⫻ .80).
• A variant method asks students to assign percentages to members of the group. Amanya
and Anil, who did everything expected, would each be awarded 100 percent.
Gina, who missed meetings and did work of inferior quality, might be awarded
80 percent, and Nadir, who picked up the slack, would be awarded 120 percent.
Each student’s percentage is used as a multiplier to determine the student’s
individual score on the project. If this group’s project earns 40 points (out
of 50), Amanya and Anil would each receive 40 points (100 percent ⫻ 40),
Gina would receive 32 points (80 percent ⫻ 40 points), and Nadir would
receive 48 points (120 percent ⫻ 40).
• Ask students to give themselves and other group members a letter grade based on criteria
established at the start of the project. Each student then receives a grade that
represents the average of the instructor’s grade for the group’s project, the
student’s grade of his or her own effort, and the grades the student received
from the other students in the group.
• Use statistical formulas to calculate student grades. For example, one formula is Final
Student Grade ⫽ IWF (Individual Weighting Factor) ⫻ Final Group Project
Grade, where IWF ⫽ Individual Effort Rating divided by Average Effort
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201
Rating for the Group. Statistical methods for calculating individual students’
grades on the basis of their contributions are described in Sharp (2006).
If you choose to assign the same grade to all members in a group, the grade
should not account for more than a small part of a student’s grade in the class,
since the group grade may reflect the average abilities of the students in the group
rather than the individual’s efforts and ability. Some faculty use class discussion to
arrive at a set of weights for individual performance (self-rating) and team performance (members’ contributions to the success of their team). (Sources: Cameron,
1999; Cheng and Warren, 2000; Freeman and McKenzie, 2002; Johnson et al.,
1991; Johnston and Miles, 2004; Millis and Cottell, 1998; Sharp, 2006; Stein and
Hurd, 2000)
Addressing Student and Faculty Concerns about Group Work
“I paid tuition to learn from a professor, not to work with classmates who
don’t know as much.” Let students know at the beginning of the term that you
will be using some group techniques. Inform students about the research studies
on the effectiveness of collaborative learning and describe the role it will play in
your course. (Source: Millis and Cottell, 1998)
“Our group just isn’t working out.” Encourage students to stick with it, and
help them learn how to be effective group members by offering them some of
the advice in Chapter 9, “Leading a Discussion,” and Chapter 10, “Encouraging
Student Participation in Discussion.” Agree to changing group membership only
as a last resort.
“Students won’t want to work in groups.” Some students may object, in part
because most of their education has been based on individual effort, and they may
feel uncomfortable helping others or seeking help. Or they may fear that some
group members won’t pull their weight. The best advice is to explain your rationale, design meaningful tasks, give students clear directions, set expectations for
how team members are to contribute and interact, and invite students to try it.
“Students won’t work well in groups.” Most students can work well in groups
if instructors set strong expectations at the beginning of the term, informally
check in with groups to see how things are going, offer assistance as needed,
and provide time for groups to assess their own effectiveness. See Chapter 10,
“Encouraging Student Participation in Discussion,” for suggestions on how to
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minimize monopolizers, draw out quiet students, and generally engage all students
in active participation.
“If I do group work, I won’t be able to cover as much material during the
semester.” Adding group work may mean covering fewer topics. But research
shows that students who work in groups develop better problem-solving skills
and demonstrate better understanding of the material. Some instructors assign
additional homework or readings and distribute lecture notes to compensate for
the reduction in lecturing. (Sources: Cooper et al., 2003; Millis and Cottell, 1998)
Setting Up Study Groups
Tell students about the benefits of study groups. Study groups meet regularly
outside of class to study together, read and review course material, complete
course assignments, comment on each other’s written work, and prepare for tests
and exams. Research has shown that students of all ability levels can benefit
from peer teaching and from explanations, comments, and instruction offered by
classmates. Some faculty share with their students the results of studies (such as
Laughlin et al., 2006) that show groups can come up with more efficient solutions
than the best individuals working alone.
Explain how study groups work. In one model, all students in the study group
read the same assignments and each member agrees to become an expert on
one portion of the material, providing in-depth coverage and answering other
members’ questions. In another model, the group’s activities vary from meeting to
meeting and might include reviewing class notes to determine the most important
points, going over a test to ensure that everyone understands all the answers,
reviewing problem sets, and exchanging drafts of papers for peer editing. In a
third model, each session is devoted to a set of study questions provided by the
professor. After three or four weeks, each member must bring a study question
related to the week’s lecture, and these questions structure the discussion. At the
end of each study session, the group selects the most valuable study questions
and submits that set for review by the instructor. (Sources: Guskey, 1988; Johnson
et al., 1991; Light, 1992)
If study groups are optional, offer students extra credit for participation. For
example, students who are members of an official study group might get bonus
points for each assignment, based on the average grade received by the individual
group members.
Learning in Groups
203
Enumerate students’ responsibilities. In formal study groups, students make
agreements such as these:
•
•
•
•
•
•
•
Attend all meetings, arrive on time, and arrive prepared
Complete any tasks that the group assigns to its members
Participate constructively during the sessions
Promote other group members’ learning and success
Provide assistance, support, and encouragement to group members
Limit gossip, socializing, and other nonproductive activities
Be involved in periodic self - assessments to determine whether the study
group is working successfully (Is too much work being required? Is the time
in study group meetings well spent?)
In addition, advise students about the value of a clearly articulated agenda and
purpose for each session. Study groups also work more efficiently if all logistical
arrangements are set for the entire semester: meeting time, length, and location.
Help students locate meeting rooms. Arrange with your department or campus
room scheduler to make available small meeting rooms for study groups. If
appropriate, consider using group rooms in the residence halls.
Limit groups to five or six students. Groups larger than six have several
drawbacks: students can easily become passive observers, students may not
get the opportunity to speak frequently, and students’ sense of community and
responsibility may become tenuous.
In a large-enrollment class, have students sign up for groups scheduled to
meet at different times. In large classes, have students form groups based solely
on when they can regularly attend a study group meeting. Try to form the groups
by section, since students in the same section are more likely to feel a sense of
responsibility for one another.
In other classes, let students select their own study groups. If students will
be selecting their own groups, schedule several group activities during the early
weeks of class and rotate the membership of these ad hoc groups so that students
can get to know one another’s interests and capabilities. Arrange one or two open
groups for students who do not know others in the class.
Use a portion of class time to establish study groups. Announce that study
groups will be set up during the second or third week of the course. At that time,
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hand out a description of students’ responsibilities, and let students form groups
or sign up for scheduled time slots. Suggest that all members of the study group
exchange contact information and select one person as the convener, who will let
all members know where the group will meet.
Have the study groups meet during one class session. Ask students to meet in
their study groups to review course material or prepare for an exam or assignment.
Use the time to check in with the groups to see how well they are operating.
Some faculty regularly substitute study group meetings for lectures. To the extent
possible, at least once during the semester, review a status report from each study
group or meet briefly with each study group.
References
Astin, A. W. What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass,
1993.
Bacon, D. R., Stewart, K. A., and Silver, W. S. “Lessons from the Best and Worst Student
Team Experiences: How a Teacher Can Make the Difference.” Journal of Management
Education, 1999, 23(5), 467–488.
Barkley, E. F., Cross, K. P., and Major, C. H. Collaborative Learning Techniques: A Handbook for
College Faculty. San Francisco: Jossey-Bass, 2004.
Bean, J. C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking and Active
Learning in the Classroom. San Francisco: Jossey-Bass, 1996.
Blowers, P. “Using Student Skill Self-Assessments to Get Balanced Groups for Group
Projects.” College Teaching, 2003, 51(3), 106–110.
Bonwell, C. C., and Eison, J. A. Active Learning: Creating Excitement in the Classroom. Washington,
DC: ASHE and George Washington University, 1991.
Brufee, K. A. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge.
(2nd ed.) Baltimore, MD: Johns Hopkins University Press, 1999.
Cameron, B. J. Active Learning. Halifax, Canada: Society for Teaching and Learning in Higher
Education, 1999.
Cheng, W., and Warren, M. “Making a Difference: Using Peers to Assess Individual
Students’ Contributions to a Group Project.” Teaching in Higher Education, 2000, 5(2),
243–256.
Clyde, W., and Delohery, A. Using Technology in Teaching. New Haven, CT: Yale University
Press, 2005.
Cooper, J. L., Robinson, P., and Ball, D. (Eds.). Small Group Instruction in Higher Education:
Lessons from the Past, Visions of the Future. Stillwater, OK: New Forums Press, 2003.
Cottell, P. G. “Let Your Students Set the Curve with a Cooperative Exam Critique.” Journal
of Cooperation and Collaboration in College Teaching, 2000, 10(1), 5–8.
Deeter-Schmelz, D. R., Kennedy, K. N., and Ramsey, R. P. “Enriching Our Understanding
of Student Team Effectiveness.” Journal of Marketing Education, 2002, 24(2), 114–124.
Learning in Groups
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Duarte, D. L., and Snyder, N. T. Mastering Virtual Teams: Strategies, Tools and Techniques That
Succeed. San Francisco: Jossey-Bass, 1999.
Engle, R. A., and Conant, F. R. “Guiding Principles for Fostering Productive Disciplinary
Engagement: Explaining an Emergent Argument in a Community of Learners
Classroom.” Cognition and Instruction, 2002, 20(4), 399–483.
Freeman, M., and McKenzie, J. “SPARK, A Confidential Web-Based Template for Self and
Peer Assessment of Student Teamwork: Benefits of Evaluating across Different Subjects.”
British Journal of Educational Technology, 2002, 33(5), 551–569.
Gueldenzoph, L. E., and May, G. L. “Collaborative Peer Evaluation: Best Practices for
Group Member Assessments.” Business Communication Quarterly, 2002, 65(1), 9–20.
Guskey, T. R. Improving Student Learning in College Classrooms. Springfield, IL: Thomas, 1988.
Jaques, D., and Salmon, G. Learning in Groups. (4th ed.) New York: Routledge, 2007.
Johnson, D. W., Johnson, R. T., and Smith, K. A. “Cooperative Learning: Increasing College
Faculty Instructional Productivity.” ASHE-ERIC Higher Education Report, 1991, no.4.
(Publication of the School of Education and Human Development, George Washington
University, Washington, DC)
Johnston, L., and Miles, L. “Assessing Contributions to Group Assignments.” Assessment and
Evaluation in Higher Education, 2004, 29(6), 751–768.
Laughlin, P. R., Hatch, E. C., Silver, J. S., and Boh, L. “Groups Perform Better Than the
Best Individuals on Letters-to-Numbers Problems: Effects of Group Size.” Journal of
Personality and Social Psychology, 2006, 90(4), 644–651.
Light, R. J. The Harvard Assessment Seminars: Second Report. Cambridge, MA: Harvard
University, 1992.
Lyons, R. E., McIntosh, M., and Kysilka, M. L. Teaching College in an Age of Accountability.
Boston: Allyn and Bacon, 2003.
Meyers, C., and Jones, T. B. Promoting Active Learning: Strategies for the College Classroom. San
Francisco: Jossey-Bass, 1993.
Michaelsen, L. K., Knight, A. B., and Fink, L. D. (Eds.). Team-Based Learning: A Transformative
Use of Small Groups in College Teaching. Sterling, VA: Stylus, 2004.
Millis. B. J., and Cottell, P. G. Cooperative Learning for Higher Education Faculty. Westport, CT:
American Council on Education and Oryx Press, 1998.
Oakley, B. “It Takes Two to Tango: How ‘Good’ Students Enable Problematic Behavior in
Teams.” Journal of Student Centered Learning, 2002, 1(1), 19–27.
Page, S. E. The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools and
Societies. Princeton, NJ: Princeton University Press, 2007.
Pascarella, E. T., and Terenzini, P. T. How College Affects Students: A Third Decade of Research.
Vol. 2. San Francisco: Jossey-Bass, 2005.
POD Listserv: An unmoderated online community for instructors and administrators with
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Prichard, J. S., Stratford, R. J., and Bizo, L. A. “Team-Skills Training Enhances Collaborative
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Sharp, S. “Deriving Individual Student Marks from a Tutor’s Assessment of Group Work.”
Assessment and Evaluation in Higher Education, 2006, 31(3), 329–343.
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We Need to Know.” Contemporary Educational Psychology, 1996, 21(1), 43–69.
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New York: Modern Language Association, 1986.
22
Informal Group Learning
Activities
Instructors can encourage learning and student interaction by incorporating
informal group activities into their teaching repertoire. The following activities
can be carried out in classes of any size in almost any discipline, to reinforce
concepts, check on students’ understanding, or offer a change of pace. Some
of these activities require planning and preparation, and some require that
students work in pairs or groups outside the classroom.
If you are teaching a lecture course, you might want to select one or two
activities that suit your course objectives and see how your students respond.
For best results, avoid introducing too many new activities in any one course
and try to avoid overusing any one activity.
General Strategies
Form ad hoc groups or pairs during a class session. To increase student participa-
tion and interaction, divide your class into small groups for an in-class exercise. Ask
students to form groups with two, three, or four people sitting nearby. Have students
turn to people behind (or in front of) them since students may sit next to people
they know. Or ask them to form small groups with students they don’t already know
and to introduce themselves before working on the task. Another method is to have
students count off (1, 2, 3, up to the number of groups you need), and have students
gather by number (1s, 2s, and so on) to work on the task.
Give clear instructions. Explain to students the nature of the activity, your
expectations, what they are to accomplish, and the amount of time they are to
spend on the activity. Identify a signal for groups to stop working; for example, a
raised hand, a timer, or a whistle.
Get feedback from students during the term. Ask students to give you informal
feedback immediately after an activity, or conduct a midsemester evaluation to
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help you understand what is working and what needs to be improved. See Chapter 52,
“Early Feedback to Improve Teaching and Learning.”
Consult books and Web sites for ideas for activities. Search for Web sites
devoted to “active learning” and review books that have compiled and catalogued
hundreds of informal learning activities, such as Barkley, Cross, and Major (2004);
Bean (1996); Jaques and Salmon (2007); Silberman (2006); and Staley (2003). The
examples below are a sample of what you might do in your classroom.
Examples of Activities
Turn to your neighbor. Pose a problem or a question and ask students to think
about it for a minute. Then ask them to turn to the person next to them and share
their thoughts. After a few minutes, ask several pairs of students to share their
thoughts with the entire class. This technique encourages the exchange of ideas,
and it helps students clarify points or apply concepts to a problem or situation.
(Sources: Cameron, 1999; Lyman, 1992)
ConcepTests. During a lecture, challenge students with a moderately difficult
question—one that only 35–70 percent of students will be able to answer correctly.
Give them a few moments to compose their thoughts and then have them discuss
their answers with a partner or a small group. When students disagree, each
should try to persuade the others by explaining their reasoning. Studies show
that students in introductory physics lecture classes did better on exams when
ConcepTests were used as part of a traditional lecture format. Questions can be
drawn from points that are difficult or frequently misunderstood, or from past
exam questions missed by half the class. (Source: Mazur, 1997)
Buzz groups. Buzz groups are teams of four or five students that form extemporaneously to respond to one or more questions; the groups can discuss the same
question or different questions. Discussion is informal and students do not need
to arrive at consensus—they simply exchange ideas. In a variation called Snowball,
the size of the groups doubles with every round, and the tasks become more difficult. For example, during the first round, group members share their ideas; during
the second round, the larger groups identify common patterns among the ideas;
and during the third round, the still-larger groups develop guidelines, principles,
or action plans. Buzz groups are typically used as a warm-up for class discussion.
(Sources: Barkley et al., 2004; Jaques and Salmon, 2007)
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209
Learning cells. For homework, students are given reading assignments and asked
to prepare two questions about the reading. During class, students pair off and
ask and answer each other’s questions. In one variation, students have read the
same assignment, and they compare their comprehension and recall, and clarify
their understanding of the material. In another variation, students are assigned
different readings and they pool their information and perspectives. (Source:
Goldschmid, 1971)
Concept mapping. A concept map illustrates the connections between terms,
ideas, or concepts. Students working alone or in groups construct a concept map
by connecting individual terms with lines whose labels indicate the relationship
between the terms. Developing a concept map requires students to identify and
organize information and to establish relationships between pieces of information.
Students create nodes which identify concepts, and the nodes are connected by
lines labeled to indicate the relationship between the concepts. As appropriate,
instructors can give clues about the connections. For examples of concept maps,
see the references cited below and use your Web browser to search for “concept
map tutorials.” Some studies show that students using concept maps achieve at
higher levels and retain information longer. Although students may understand
and appreciate the value of concept mapping, they tend not to adopt it in their
own studying. (Source: Fox and Morrison, 2005; Nakhleh and Saglam, 2005;
Romance and Vitale, 1999; Santhanam et al., 1998)
Mind maps. A mind map is an outline in which the major categories radiate from
a central image, and lesser categories are portrayed as branches of larger branches.
Students use graphics, images, and color to identify themes, subthemes, and supporting examples. For example, instructors have asked students to construct mind
maps for the concept of supply and demand in housing prices. Students draw
a house in the middle of a page and on one side draw pictures of supply (for
example, land, construction, regulations). On the other side of the house, students
draw pictures of demand (for example, location, features, affordability). Mind
maps can be used during class to help students, individually or in groups, explore
a concept or issue. (Source: Budd, 2004)
Jigsaw. In jigsaw projects, each member of a group completes a discrete part
of an assignment. When members have completed their tasks, they report their
findings to the rest of the group, and the group joins the pieces to form a finished
project. For example, in a chemistry course each student in a six-person group
could be assigned to research a different form of power generation (nuclear, fossil
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fuel, hydroelectric, and so on) and then to teach the key concepts to other members
of the group. The group then comes together to prepare a comprehensive report.
When all groups are working on the same topic, members of different groups who
are working on the same subtopic can meet to develop strategies for teaching the
material to their home group.
The jigsaw principle is commonly used to structure discussions. Students
work in small groups, each of which develops expertise on a topic and formulates
ways to teach their topic. These expert groups then break up, and students move
to a new group, which consists of students who have developed expertise in
different subtopics. In these second-round groups, students teach the material
and lead the discussion on their particular subtopic. For example, in an English
class, each group is assigned an author who incorporated autobiographical elements in their short stories. During the second round, students take turns leading
the discussion, as the groups talk about each of the authors. The instructor then
reconvenes the entire class for a discussion comparing the different authors’ uses
of autobiographical material. Resources and guidelines for using jigsaws can be
found at www.jigsaw.org. (Sources: Barkley et al., 2004; Jaques and Salmon, 2007;
Lai and Wu, 2006)
WebQuests. Students engaged in a WebQuest undertake a structured inquiry in
which the information comes from online resources. The instructor provides the
students with most or all of the following elements: descriptive background information, a statement of a specific task, a list of Web-based information resources,
a description of the research process to accomplish the task, and suggestions for
organizing the information and reflecting on the process and results. This design
enables students to focus on interpreting information rather than searching for it.
Collections of WebQuests and instructional resources can be found at webquest.
org. Professors have used WebQuests on topics as diverse as human cloning,
reducing whale mortality from collisions with ships or entanglement in fishing gear,
differentiating satire and parody, and deciding whether to choose paper or plastic.
(Sources: Dodge, 1995; Lamb and Teclehaimanot, 2005; Zheng et al., 2005)
Two-column lists. Students are asked to create a two-column list that compares
views or presents the pros and cons of a position, and they are told to list every
relevant point they can think of for each column. These lists are used to launch a
discussion. The requirement to jot down items in both columns generally results
in a more thorough and thoughtful discussion of the topic.
KWL . KWL stands for “ what I know, ” “ what I want to know, ” and “ what
I learned.” To introduce a new topic, the instructor asks students to list what they
Informal Group Learning Activities
211
know and what they want to know about that topic. The instructor collects these
lists and uses them to correct erroneous preconceptions and to adjust the course
content to reflect students’ knowledge and interests. At the end of the unit, students list what they have learned. The instructor collects and reads all the lists but
does not grade them. (Source: Fritz, 2002)
Send-a-problem. Each group of students is given a problem, tries to solve it,
and then passes the problem and solution to a nearby group. Without looking at
the previous group’s solution, the next group works to solve the problem. After
several passes, the groups analyze, evaluate, and synthesize the responses to the
problem they received in the final pass and report the best solution to the class.
This strategy works best when the problems are complex and do not have a single
right answer. For example, an instructor in urban planning asked student groups
to work on a residential rezoning problem. During the last round, the groups
evaluated the solutions they had received and selected the best one. (Source:
Barkley et al., 2004)
Challenging questions. Give a challenging question for groups or pairs to resolve
or, better yet, ask students to pose and answer an interesting question based on
the principles discussed in the course. Here are examples from an economics
course: Why are child seats required in cars but not in airplanes? Why are brown
eggs more expensive than white ones even though they taste the same and have
identical nutritional value? Why do brides spend so much money on a wedding
dress they will never wear again, while grooms often rent cheap tuxedos though
they may have many future occasions that call for them?
These intriguing questions (and the economic explanations) are among
those described in Frank (2007).
Debates. Debates provide an efficient structure for class presentations when
the subject matter easily divides into opposing views or pro and con positions.
For formal debates, students are assigned to teams, given a position to defend,
and asked to present arguments in support of their position and to rebut the
arguments presented by the opposing team. The assignment for a formal debate
states a clear, unambiguous positive proposition, specifies the time allotments for
each speaker (usually five minutes or less), and explains the responsibilities of each
speaker. In traditional debates, for example, the first affirmative speaker defines
the main terms and outlines the affirmative case; the first negative speaker contests
poorly defined terms and outlines the negative case; the second affirmative and
negative speakers complete the case for their side by providing evidence; and the
rebuttal speakers focus on the weaknesses in the most important arguments of
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the opposing case. Students who are not debating can serve as judges and keep
a record of the arguments. As a follow-up, each student writes a brief summary
of either the affirmative or negative side of the debate that includes the thesis,
reasons, and evidence.
For informal debates, you can pose a proposition and ask those who agree
to sit in one section of the room and those who disagree to sit in the other. You
may also want to create a third section for those who are undecided. Ask students
from one section, then the other, to support their position. At set intervals (ten
or fifteen minutes), ask students to move to another section if they have changed
their minds. A variant approach is to rename the sections after students have chosen sides and have students argue for the opposite of their original position. This
technique may help students move beyond a “right versus wrong” understanding
of an issue to a more tolerant and nuanced view.
For examples of debate questions and supporting materials, see the series
Taking Sides: Clashing Views in . . . . The series comes with an instructor’s guide, and
the more than two dozen books include debate questions and relevant readings
in fields such as history, bioethics, psychology, political science, criminal justice,
business, and anthropology. For example, Taking Sides: Clashing Views on Educational
Issues poses debate questions (Is privatization the hope of the future? Can federal
initiatives rescue failing schools?) and presents primary source articles to support
each position. (Sources: Bean, 1996; Crone, 1997; Goodwin, 2003)
Panel discussions. Students divide into panels and each panel is assigned a topic
to research. On presentation day, each panelist makes a very short presentation
before the floor is opened to questions from the class. Panel discussions are most
successful when instructors offer students sufficient direction on how to prepare
their presentations and prepare for the question-and-answer follow-up.
References
Barkley, E. F., Cross, K. P., and Major, C. H. Collaborative Learning Techniques: A Handbook for
College Faculty. San Francisco: Jossey-Bass, 2004.
Bean, J. C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active
Learning in the Classroom. San Francisco: Jossey-Bass, 1996.
Budd, J. W. “Mind Maps as Classroom Exercises.” Journal of Economic Education, 2004, 35(1),
35–46.
Cameron, B. J. Active Learning. Halifax, Canada: Society for Teaching and Learning in Higher
Education, 1999.
Crone, J. A. “Using Panel Debates to Increase Student Involvement in the Introductory
Sociology Class.” Teaching Sociology, 1997, 25(3), 214–218.
Informal Group Learning Activities
213
Dodge, B. “WebQuests: A Technique for Internet-Based Learning.” Distance Educator, 1995,
1(2), 10–13.
Fox, J., and Morrison, D. Using Concept Maps in Learning and Teaching. In P. Hartley, A.
Woods, and M. Pill (Eds.), Enhancing Teaching in Higher Education: New Approaches for Improving
Student Learning. New York: Routledge, 2005.
Frank, R. H. The Economic Naturalist: In Search of Explanations for Everyday Enigmas. New York:
Basic Books, 2007.
Fritz, M. “Using a Reading Strategy to Foster Active Learning in Content Area Courses.”
Journal of College Reading and Learning, 2002, 32(2), 189–194.
Goldschmid, M. L. “The Learning Cell: An Instructional Innovation.” Learning and
Development, 1971, 2(5), 1–6.
Goodwin, J. “Students’ Perspectives on Debate Exercises in Content Areas Classes.”
Communication Education, 2003, 52(2), 157–163.
Jaques, D., and Salmon, G. Learning in Groups. (4th ed.) New York: Routledge, 2007.
Lai, C-Y., and Wu, C-C. “Using Handhelds in a Jigsaw Cooperative Learning Environment.”
Journal of Computer Assisted Learning, 2006, 22(4), 284–297.
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317–328.
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23
Formal Group Learning
Activities
Students who ask questions, solve problems, create solutions, propose
alternatives, engage in hands-on activities, and participate in learning groups are
likely to learn more and retain information and skills longer than students who
sit passively listening to a lecture (Astin, 1993; Pascarella and Terenzini, 2005;
Prince, 2004).
This chapter surveys various approaches to structured group activities
that will engage students. Some can easily be incorporated into a traditional
lecture or discussion course, while several represent more complex and ambitious approaches to class format and structure. See also Chapter 24, “Case
Studies ” and Chapter 25 , “ Simulations: Role Playing, Games, and Virtual
Worlds.”
General Strategies
Select approaches that suit your style and educational objectives. Choose
activities that feel comfortable. Begin by using one strategy during one or two
class periods or for one segment of a course.
Teach students how to work with new approaches. Students may need
some advice or help in taking a more active role in the classroom. Establish
expectations for student engagement at the beginning of the course and reinforce your expectations throughout the term. Help students understand that
they can learn more by doing rather than by listening, and by working with
others rather than by working alone. (Sources: Felder and Brent, 1996; Leeds
et al., 1998)
Get feedback from students during the term. A midsemester evaluation will
help you see what is working and what needs to be improved. See Chapter 52,
“Early Feedback to Improve Teaching and Learning.”
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Examples of Activities
Discovery learning. In a discovery format, the instructor presents a novel situation,
an interesting puzzle, a set of observations to explain, or an open-ended question
that students explore in a largely self-directed manner. Students may be asked
to speculate, based on partial information, about what materials were used in
ancient artifacts, or they may be asked to make hypotheses about the conductivity
of various liquids. In the purest form of discovery learning, an instructor sets the
problems and provides feedback on students’ efforts but does not direct or guide
those efforts. This pure form is rarely used in higher education because it can
be very time consuming. More often, the instructor provides guidance throughout
the process, in the form of identifying problem-solving activities, facilitating those
activities during the discovery process, helping students stay on task, and pointing
students toward appropriate resources. Studies show that guided discovery (a mix
of instructor guidance and some free exploration) is more effective than pure
discovery (where students receive little or no guidance). (Sources: Kirschner et al.,
2006; Mayer, 2004; Prince and Felder, 2006)
Guided design. In guided design, which was developed in the field of
engineering, students work in groups of four or five, and they are led through
a complex sequence of steps to solve real-world problems, with the instructor
providing feedback at each step. These steps might include defining the situation,
stating the problem and goal to be achieved, generating ideas and selecting the
best one, defining the new situation that would result when the selected idea is
implemented, preparing a detailed plan to implement the idea, implementing the
plan, and evaluating and learning from the success or failure of the process and
the plan. Guided design serves as a bridge from single-solution textbook problems
to applied open-ended problems. For example, in a course on the mechanics
of materials, an instructor used this process to have students redesign a gate at
a parking garage so that the gate would deflect on impact from a car, avoiding
structural damage to the car. (Sources: Wales and Stager, 1982; Wankat, 2002)
Team-based learning. In team-based learning, a course unit begins with students
completing an initial set of tasks, which may include reading or lab assignments.
Students then take a short multiple-choice readiness assessment test that measures their understanding of the basic concepts. After students take the test
individually, they meet in their assigned groups to discuss the questions and reach
consensus on the answers. Both the students’ individual scores and their team
scores are recorded and will be used in the calculation of their grade in the
course. The instructor offers a short lecture to clarify any problems that surfaced
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during the assessment test. Next, the groups undertake a challenging assignment;
for example, in a psychology course, groups were asked to determine which
psychological phenomena explain people’s failure to exercise regularly, floss daily,
and eat more fruits and vegetables. Hosted by the University of Oklahoma, www
.teambasedlearning.org offers guidelines, resources, examples, and implementation
tips. (Source: Michaelsen et al., 2004)
Authentic learning. Authentic learning focuses on complex real-world problems
and their solutions. The instructor selects a problem that is ill-defined and that
requires sustained investigation and collaboration. Students are not given a list of
resources but must conduct their own searches and distinguish relevant from irrelevant information. Authentic activities engage students in making choices, evaluating competing solutions, and creating a finished product. One instructor used
authentic learning to have students assume the identities of stakeholders in the
Mekong River Basin of Southeast Asia and debate the merits of a proposed development project using Mekong e-Sim, an online learning environment. Another
used the technique to have students investigate the arsenic contamination of the
water supply. Building a three-dimensional virtual reconstruction of an ancient
Athenian marketplace was the goal of another effort. (Source: Lombardi, 2007)
Inquiry-based instruction. In structured inquiry learning, students are given a
problem to solve, a method for solving the problem, and the necessary materials,
but not the expected outcome. In guided inquiry or inquiry-guided learning, students
must also figure out a method for solving the problem. Students thus develop their
abilities to formulate good questions, identify and collect appropriate evidence, present results systematically, analyze and interpret results, formulate conclusions, and
evaluate the worth and importance of those conclusions. Teaching methods, used
singly or in combination, may include interactive lectures, discussion, group work,
case studies, problem-based learning, simulations, fieldwork, and labs.
Guided-inquiry approaches can be most effective for small classes and also
for first-year students who are forming habits of learning. In contrast, open inquiry
learning requires students to also formulate the problem they will investigate. Like
independent research, open inquiry is most appropriate for advanced students.
In process-oriented guided inquiry learning (POGIL), developed by faculty in chemistry,
students working in small groups are given data or information and a set of leading
questions designed to guide them to formulate their own conclusions. The learning
cycle consists of exploration, concept invention or formation, and application, under
the guidance of the instructor. The POGIL Web site (www.pogil.org) offers descriptions of the method and instructional materials.
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Studies show that, compared with other forms of instruction, inquiry-based
instruction yields equal or higher scores on achievement tests, less student attrition,
and greater student satisfaction with the method of instruction. Inquiry-based
methods are used extensively in the sciences; guided inquiry is particularly popular in chemistry. (Sources: Cooper, 2005; Lee, 2004; Prince and Felder, 2006)
Problem-based learning. PBL, developed in the field of medicine, is an instruc-
tional method in which carefully crafted open-ended problems are introduced at
the beginning of the instructional cycle and used to provide the context and
motivation for the learning that follows. Instead of teaching students what they need
to know and then posing problems, PBL begins with a problem that determines
what students study. The problems derive from observable phenomena or events,
which students come to understand as they learn about the underlying explanatory
theories. Students engage in self-directed learning, most often in groups.
For example, students are presented with an open-ended, real-world problem,
which they are asked to analyze and then to generate hypotheses that explain
the data or phenomena, request additional data to support or challenge the
hypotheses, identify questions for additional independent study, and determine
how to proceed. The emphasis is on learning a subject by tackling a problem,
rather than on problem solving per se; indeed, the problem may not be solvable.
The simplest problems may require a few days of work, but the method is also
used on complicated problems that take an entire semester.
Courses using PBL may incorporate a variety of formats:
• Small-group discussion with an instructor. Students meet as a group with a faculty
member who serves as facilitator and occasional expert as students discuss a
problem.
• Collaborative learning groups. Students meet in groups, usually during part
of a class session, to solve a problem, with the instructor available to all
groups as a consultant.
• Case method. Developed in business and law education, the case method
involves a large group of students in the discussion of a problem that has been
carefully analyzed by students prior to the class session. The instructor leads
the class discussion, which focuses on critical analysis, exploration of multiple
perspectives, application of ideas and principles, and decision making.
• Lectures. The instructor begins a lecture by presenting a problem for class
discussion.
For instructors using this method, a critical task is developing a good problem,
a problem that raises a compelling issue and that is tied to course objectives.
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The University of Delaware (www.udel.edu/pbl) and Samford University (www
.samford.edu/ctls/problem_based_learning.html) host Web sites on PBL with
descriptive information, examples, syllabi, and other resources. PBL also requires
considerable subject matter expertise and flexibility on the part of instructors,
who must be able to guide students to the relevant facts, laws, principles, and
theories. Instructors also need skills and patience in working with students who are
unaccustomed to handling project management and interpersonal conflicts.
Studies have shown the positive effects of PBL on students’ skill development,
intrinsic motivation, ability to work in teams, and retention of knowledge over long
periods of time. However, some research shows that compared to conventionally
taught students, PBL students have gaps in their cognitive knowledge and may see
themselves as less well prepared in the discipline. (Sources: Albanese and Mitchell,
1993; Duch et al., 2001; Gijbels et al., 2005; Hativa, 2000; Hmelo-Silver, 2004;
Knowlton and Sharp, 2003; Prince, 2004; Prince and Felder, 2006; Savin-Baden,
2003; Schwartz et al., 2001)
Project-based learning. Project-based learning begins with the assignment of
one or more tasks that will lead to the creation of a final product (for example, a
design, model, device, or computer simulation). Different types of project-based
learning offer students different degrees of autonomy:
• On task projects, student teams work on projects that have been defined by the
instructor and they rely heavily on methods prescribed by the instructor.
• On discipline projects, the instructor defines the subject area and the general
approaches to be used, but the students identify the specific project and select
the particular approach.
• On problem projects, students are almost completely free to choose their
project and their approach.
Project-based learning is common in engineering; resources for engineering
courses are available at www.pble.ac.uk (a consortium of universities in the United
Kingdom). More general information on project-based learning is available at
Boise State’s Web site (www.pbl-online.org).
Project-based learning is similar to problem-based learning in that teams
of students work on open-ended assignments, formulate solution strategies, and
continually reevaluate their approach in response to the outcomes of their efforts.
But project-based learning typically has a broader scope and may encompass
several problems. Moreover, in project-based learning the end product is a central
focus of the assignment, and the completion of the project relies heavily on the
application of previously acquired knowledge. In problem-based learning, in
Formal Group Learning Activities
219
contrast, the emphasis falls on acquiring new knowledge, and the solution is less
important than the knowledge gained in pursuing it.
Studies show that relative to traditionally taught students, students who
participate in project-based learning are more motivated, demonstrate better communication and teamwork skills, and have a better understanding of issues and
how to apply their learning to realistic problems. However, they may acquire
a less complete mastery of content fundamentals. In addition, some students
are unhappy about the time and effort required by projects and about the
interpersonal conflicts caused by teammates who slack off. They may also feel
they work harder than students who are traditionally taught, and some dislike
being tested individually after doing most of their work in groups (a common
complaint of students working in teams). (Sources: Bacon, 2005; Donnelly and
Fitzmaurice, 2005; Prince and Felder, 2006)
Addressing Student and Faculty Concerns
“Students don’t like these kinds of activities; they prefer that I lecture.” Students
who are accustomed to being passive may need time to adjust to being active, and
in the end some will still prefer traditional lectures. Explain the value of nonlecture activities at the beginning of the course, and reinforce your expectations
throughout the term. Try as best as you can to avoid such pitfalls as assigning
frustrating, unclear tasks and posing unrealistic timeframes. (Sources: Felder and
Brent, 1996; Leeds et al., 1998)
“These kinds of strategies take too much class time.” Formal group learning
activities can take more class time than lecturing, but many instructors believe
that engaging and challenging students is worth the cost of modestly pruning the
curriculum and course objectives.
“I teach large-enrollment courses and it would be chaos to do anything but
lecture.” Faculty have had students in large classes inflate balloons to understand
how the universe expands, or dunk plastic bottles into ice-filled plastic bags to
explore the relationship of temperature to pressure. During these activities, the
instructor is still in control, but the control is more subtle, as the instructor guides
the students through the experiment. These activities are used to supplement, not
to replace, the lectures. (Source: Caprio and Micikas, 1997–98)
“It takes too much time to prepare for this.” You will probably need more
preparation time at first, but only until you become familiar with a strategy.
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On the other hand, you may find you feel energized by undertaking new
instructional approaches.
“ These kinds of activities are about entertainment and not about
learning.” Learning can be both fun and worthwhile. These strategies challenge
students and require concentrated effort—they are not easy games or empty
pastimes.
References
Albanese, M. A., and Mitchell, S. “Problem-Based Learning: A Review of the Literature
on Its Outcomes and Implementation Issues.” Academic Medicine, 1993, 68(1), 52–81.
Astin, A. W. What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass,
1993.
Bacon, D. R. “The Effect of Group Projects on Content-Related Learning.” Journal of
Management Education, 2005, 29(2), 248–267.
Caprio, M. W., and Micikas, L. B. “Getting There from Here.” Journal of College Science
Teaching, Dec. 1997–Jan. 1998, 27(3), 217–221.
Cooper, M. M. An Introduction to Small-Group Learning. In N. J. Pienta, M. M. Cooper, and
T. J. Greenbowe (Eds.), Chemists’ Guide to Effective Teaching. Upper Saddle River, NJ: Pearson
Prentice Hall, 2005.
Donnelly, R., and Fitzmaurice, M. Collaborative Project-Based Learning and Problem-Based
Learning in Higher Education: A Consideration of Tutor and Student Roles in LearnerFocused Strategies. In G. O’Neill, S. Moore, and B. McMullin (Eds.), Emerging Issues in the
Practice of University Learning and Teaching. Dublin: All Ireland Society for Higher Education
(AISHE), 2005.
Duch, B. J., Groh, S. E., and Allen, D. E. The Power of Problem-Based Learning. Sterling, VA:
Stylus, 2001.
Felder, R. M., and Brent, R. “Navigating the Bumpy Road to Student-Centered Instruction.”
College Teaching, 1996, 44(2), 43–47.
Gijbels, D., Dochy, F., Van den Bossche, P., and Segers, M. “Effects of Problem-Based
Learning: A Meta-Analysis from the Angle of Assessment.” Review of Educational Research,
2005, 75(1), 27–61.
Hativa, N. Teaching for Effective Learning in Higher Education. Norwell, MA: Kluwer Academic
Publishers, 2000.
Hmelo-Silver, C. E. “Problem-Based Learning: What and How Do Students Learn?”
Educational Psychology Review, 2004, 16(3), 235–266.
Kirschner, P. A., Sweller, J., and Clark, R. E. “Why Minimal Guidance during Instruction
Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based,
Experiential, and Inquiry-Based Teaching.” Educational Psychologist, 2006, 41(2), 75–86.
Knowlton, D. S., and Sharp, D. C. (Eds.). Problem-Based Learning in the Information Age. New
Directions for Teaching and Learning, no. 95. San Francisco: Jossy-Bass, 2003,
Lee, V. S. Teaching and Learning through Inquiry: A Guidebook for Institutions and Instructors. Sterling,
VA: Stylus, 2004.
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Leeds, M., Stull, W., and Westbrook, J. “Do Changes in Classroom Techniques Matter?
Teaching Strategies and Their Effects on Teaching Evaluations.” Journal of Education
for Business, 1998, 74(2), 75–78.
Lombardi, M. M. “Authentic Learning for the 21st Century: An Overview.”
Educause Learning Initiative, May 2007. http://connect.educause.
edu/Library/ELI/AuthenticLearningforthe21/39343
Mayer, R. E. “Should There Be a Three-Strikes Rule against Pure Discovery Learning?”
American Psychologist, 2004, 59(1), 14–19.
Michaelsen, L. K., Knight, A. B., and Fink, L. D. (Eds.). Team-Based Learning: A Transformative
Use of Small Groups in College Teaching. Sterling, VA: Stylus, 2004.
Pascarella, E. T., and Terenzini, P. T. How College Affects Students: A Third Decade of Research.
Vol. 2. San Francisco: Jossey-Bass, 2005.
Prince, M. J. “Does Active Learning Work? A Review of the Research.” Journal of Engineering
Education, 2004, 93(3), 223–231.
Prince, M. J., and Felder, R. M. “Inductive Teaching and Learning Methods: Definitions,
Comparisons, and Research Bases.” Journal of Engineering Education, 2006, 95(2), 123–137.
Savin-Baden, M. Facilitating Problem-Based Learning. Berkshire, England: Society for Research
in Higher Education and Open University Press, 2003.
Schwartz, P., Mennin, S., and Webb, G. Problem-Based Learning: Case Studies Experience and
Practice. London: Kogan Page, 2001.
Wales, C. E., and Stager, R. A. “Teaching Decision Making with Guided Design.” Journal
of College Science Teaching, 1982, 12(1), 24.
Wankat. P. C. The Effective, Efficient Professor: Teaching, Scholarship and Service. Boston: Allyn and
Bacon, 2002.
24
Case Studies
The case method originated in the teaching of law and medicine (Boehrer and
Linsky, 1990), was extended to business, and is now used in a wide range of
disciplines in the humanities, social sciences, and physical and biological sciences
(Dinan, 2005).
A case is a story or situation that illustrates a general problem or particular
principle. A good case presents a realistic situation (factual or invented) and
includes the relevant background, facts, conflicts, dilemmas, and sequences
of events—up to the point requiring a decision or action. As students analyze
and discuss the case, they retrace and critique the characters’ actions, propose
solutions, and try to deduce the outcome. Good cases often lend themselves to
alternative actions and more than one solution.
General Strategies
Identify your teaching goals. Case studies may be incorporated into a course
or serve as the central method for the course. Cases allow students to analyze,
synthesize, and integrate information; to develop reasoning and problem-solving
skills; to learn how to collaborate with peers; and to form judgments, weigh pros
and cons, and critically evaluate solutions. (Sources: Boehrer, 1994; Grant, 1997;
Smith and Murphy, 1998; Wilcox, 1999)
Determine how students will work on the case. Students can work individually,
in pairs, in small groups, or as a whole class. Case studies particularly lend
themselves to small groups, where multiple perspectives can support critical
appraisal and broader understanding. Research has shown that students feel they
learn more and like it better when they work on cases in groups than when
they work alone. (Sources: Flynn and Klein, 2001; Fry et al., 2003)
Use more than one case in a course. Start out with a short case that will
familiarize students with the method and process of working out a case. Build on
their new skills and confidence by presenting increasingly more complex cases.
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223
Your students’ ability to learn from cases—and your facility in teaching cases—
will improve with practice. (Sources: Bilica, 2004; Herreid, 2001)
Selecting a Case
Begin by using existing case studies. Before you create your own cases, use cases
developed by others. The National Center for Case Study Teaching in Science
at the State University of New York at Buffalo has a collection of cases in the
physical, biological, and social sciences; the center also offers advice and resources
on the case method and links to collections of cases in business, law, public
policy, management, and international affairs. Some cases are entirely or mostly
text-based; others include video reenactments and documentary accounts.
Select cases that exemplify major principles or key points. Choose cases with
the following characteristics (adapted from Barnes et al., 1994; Lynn, 1999;
Schullery, 1999):
• applicable to all the students in your class, despite their differences in academic
focus or background
• complex enough to raise interesting questions and alternatives
• simple enough to prevent students from becoming lost in extraneous
details
• amenable to more than one solution
• rich in characterizations, to allow for competing interpretations of motives
• manageable within the allotted class time
• manageable in terms of student preparation (for a case to be analyzed in
a single class session, limit the advance reading to about three textbook
pages)
Look for emotional as well as intellectual engagement. In the best case studies,
students identify with the characters and the problems that befall them. If part of
the appeal of the case is that it represents “current events,” try to select a situation
that is no more than five years old. (Source: Herreid, 2001)
Create a list of discussion questions. A case study should conclude with a
short set of questions to stimulate thinking and discussion. The simplest of these
questions may tap recall and comprehension (What are the facts of this case?).
Subsequent questions should call for analysis, synthesis, and evaluation (What
is the key problem? What issues need to be addressed?). Adjust the number and
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complexity of the questions to fit the skills and experience of your students.
Students who are new to case-based learning will need more guidance. (Source:
Leonard et al., 2002)
Preparing for a Case
Give students advice on how to prepare. Stress the importance of preparation.
Outline the principal cognitive tasks: understanding all the facts, distinguishing
facts from assumptions, distinguishing important from unimportant information,
examining how people ’s motives shape their statements, identifying when
more information is needed, and so on. Penn State University’s Teaching and
Learning with Technology Web site provides tips for students on how to read
and understand case studies (tlt.its.psu.edu/suggestions/cases/). (Sources: Bilica,
2004; Honan and Rule, 2002)
Provide a structure that motivates students to come prepared. Students
are more likely to be well prepared if you adopt one or more of the following
strategies:
• Divide the class into small groups and ask them to review the case before
the next session.
• Ask students or groups to submit a brief memo, due at the start of class,
outlining recommendations for action.
• Assign each student to be prepared to either present the facts of the case
or to critique the actions in the case.
• Assign students to be responsible for taking the part of specific characters
or interests in the case.
• Select cases that can be completed within a single class session.
Prepare yourself to lead the discussion. Decide how you will start the discussion,
and draw up a set of questions that highlight key points. Estimate how much
time to spend on each question so that you can work through the case within
the allotted time. Try to anticipate spots where students might get sidetracked or
confused, and decide how you will respond. (Sources: Grant, 1997; Meyers and
Jones, 1993)
Pay attention to the environment. If students don’t know each other, have them
wear name tags or place signs on their desks or tables. A circular or U-shaped
arrangement of chairs is more conducive to discussion than long rows.
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225
Conducting the Case
Begin by situating the case in the context of the course. Explain why you
are presenting the case and how it relates to course content and learning goals.
(Source: Grant, 1997)
Introduce the case, or have a student introduce it. The introduction should
briefly summarize the situation and the protagonist’s dilemma. You could also
ask your students to write a one-sentence summary of the case, or have pairs of
students collaborate on a summary. (Sources: Lynn, 1999; Wilcox, 1999)
Start the discussion by asking a general question. Ask students to identify one
or two issues raised by the case or to answer previously assigned case questions.
Or open by asking, “Whose viewpoint do you find most compelling?” (Sources:
Cliff and Nesbitt-Curtin, 2000; Herreid, 2001)
Adopt a nondirective, facilitative role. Encourage and challenge, but let students
do most of the talking. Direct your efforts toward helping students analyze the
case, take a position, and defend their position. Keep the discussion going by
asking questions like these (adapted from Grant, 1997):
What possibilities for action are there?
What are the consequences of each?
What should Norma do at the first decision point?
How did Norma get into this predicament?
If you were a friend of Norma’s, what advice might you have given?
What actions should be taken?
What concepts, principles, or theories seem to follow from this analysis?
Steer the discussion away from emotional material until the students have
analyzed all the facts. Withhold your own opinions long enough for students to
develop their own. (Sources: Boehrer, 1994; Herreid, 2001; Lynn, 1999)
Have a team of students lead the discussion. Assign all students to submit a
recommendation for action, due a few days before the discussion. The team
reviews the submissions, decides which of them to include in the discussion, and
decides the order in which they will be discussed (for example, by placing the
most controversial item first). The team follows that order in requesting students
to justify their recommendations. At the end of the discussion, the instructor gives
immediate feedback. (Source: Desiraju and Gopinath, 2001)
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Concluding the Case Session
Summarize key points and help students understand what they have learned.
Highlight key points and explain how the case relates to earlier or future topics in
the course. Itemize which issues raised by the case were addressed, which issues
were ignored, and what key questions remain.
For a real-life case, reveal the real-life conclusion. Present and discuss the
conclusion, or assign students to research the events and find out what happened.
Compare the actual conclusion with the recommendations made during the
discussion.
Have students write about the case. Assign a short in-class writing exercise
or a longer analysis for homework. If you grade students’ written case analyses,
distribute in advance the criteria you will be using. (Source: Gopinath, 2004)
Ask students to evaluate the discussion. For example, ask for a “one-word
essay”—a single word from each student that best captures his or her experience
of the discussion. (Source: Foran, 2001)
Creating Your Own Cases
Start by writing a few short cases. Lynn (1999) offers good advice on how
to write a case study, and Liedtka (2001) discusses creating a case study based
on a video. Cases for undergraduate courses may run ten to twenty pages with
supporting documentation, but shorter cases are likely to be more effective. For a
case focused on a specific problem, a few paragraphs may be sufficient.
Be on the lookout for ideas for cases. A good case poses a challenging problem.
You may find the germ of a case in a news Web site, feature article, or a journal report, or in the experiences of professionals and practitioners in your field.
True stories have an inherent appeal (“This really happened”) and may offer
closure (“This is how events resolved themselves”), but invented cases can also
capture students’ imagination and interest.
Write engagingly. Incorporate conflict and use quotations, as appropriate. Write
in a way that forces the reader to a point of decision, but do not reveal the
outcome.
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Try out, revise, and try again. As you become comfortable with it, take note of
which aspects the students latch onto. Sort out the obvious issues from the subtler
ones, and listen for new ideas and perspectives that you may want to elicit in a
future class. It often takes several trial runs and revisions to polish a case study.
(Source: Forbes and Isabella, 1998)
References
Barnes, L. B., Christensen, C. R., and Hansen, A. J. Teaching and the Case Method: Text, Cases,
and Readings. Boston: Harvard Business School Press, 1994.
Bilica, K. “Lessons from Experts: Improving College Science Instruction through Case
Teaching.” School Science and Mathematics, 2004, 104(6), 273–278.
Boehrer, J. “On Teaching a Case” International Studies Notes, 1994, 19(2), 14–20.
Boehrer, J., and Linsky, M. “Teaching with Cases: Learning to Question.” In M. D. Svinicki
(Ed.), The Changing Face of College Teaching. New Directions for Teaching and Learning, no.
42. San Francisco: Jossey-Bass, 1990.
Cliff, W. H., and Nesbitt-Curtin, L. “The Directed Case Method: Teaching Concept and
Process in a Content-Rich Course.” Journal of College Science Teaching, 2000, 30(1), 64–66.
Desiraju, R., and Gopinath, C. “Encouraging Participation in Case Discussions: A
Comparison of the MICA and the Harvard Case Methods.” Journal of Management
Education, 2001, 25(4), 394–408.
Dinan, F. J. “Laboratory Base Case Studies: Closer to the Real World.” Journal of College
Science Teaching, 2005, 35(2), 27–29.
Flynn, A. E., and Klein, J. D. “The Influence of Discussion Groups in a Case-Based
Learning Environment.” Education Technology Research and Development, 2001, 49(3), 71–86.
Foran, J. “The Case Method and the Interactive Classroom.” Thought & Action, 2001, 17(1),
41–50.
Forbes, T., and Isabella, L. “One More Time: The Art of Revising Case Studies.” Management
Communication Quarterly, 1998, 11(3), 486–492.
Fry, H., Ketteridge, S., and Marshall, S. A Handbook for Teaching and Learning in Higher Education:
Enhancing Academic Practice. (2nd ed.) New York: RoutledgeFalmer, 2003.
Gopinath, C. “Exploring Effects of Criteria and Multiple Graders on Case Grading.” Journal
of Education for Business, 2004, 79(6), 317–322.
Grant, R. “A Claim for the Case Method in the Teaching of Geography.” Journal of Geography
in Higher Education, 1997, 21(2), 171–185.
Herreid, C. F. “Don’t! What Not to Do When Teaching Cases.” Journal of College Science
Teaching, 2001, 30(5), 292–294.
Honan, J. P., and Rule, C. S. Using Cases in Higher Education: A Guide for Faculty and Administrators.
San Francisco: Jossey-Bass, 2002.
Leonard, J. A, Mitchell, K. L., Meyers, S. A., and Love, J. D. “Using Case Studies in
Introductory Psychology.” Teaching of Psychology, 2002, 29(2), 142–144.
Liedtka, J. “The Promise and Peril of Video Cases: Reflections on Their Creation and Use.”
Journal of Management Education, 2001, 25(4), 409–424.
Lynn, L. E., Jr. Teaching and Learning with Cases: A Guidebook. New York: Chatham House, 1999.
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Meyers, C., and Jones, T. B. Promoting Active Learning. San Francisco: Jossey-Bass, 1993.
Schullery, N. “Selecting Workable Cases for Classroom Use.” Business Communication Quarterly,
1999, 62(4), 77–80.
Smith, R. A., and Murphy, S. K. “Using Case Studies to Increase Learning and Interest in
Biology.” American Biology Teacher, 1998, 60(4), 265–268.
Wilcox, K. J. “The Case Method in Introductory Anatomy and Physiology: Using the News.”
American Biology Teacher, 1999, 61(9), 668–671.
25
Simulations: Role Playing,
Games, and Virtual Worlds
Simulations can be acted out in a classroom, played on a board, or run on a
computer, and they can be incorporated into almost any course. Research suggests
that well - chosen simulations can enhance student learning and motivation
(DeNeve and Heppner, 1997; McCarthy and Anderson, 2000; Hertel and Millis,
2002). Some instructors have structured entire courses around such simulations as
a mock trial (MacKay, 2000) or a negotiation (DeNeve and Heppner, 1997).
This chapter looks at three types of simulations (adapted from Educause
Learning Initiative, 2006; Frederick, 1981; New Media Consortium and
Educause Learning Initiative, 2007; Rymaszewski et al., 2006; Van Eck, 2006):
• In role playing, students are given a situation and a cast of characters, and they
improvise dialogue and actions. In a literature class, students might be asked
to play fictional characters and to respond to events that occur outside the
novel in which they appeared. In language classes, students can enact everyday
situations (ordering dinner in a restaurant, asking directions). In a city planning
class, students might stage a meeting of the local landmarks commission.
• Board games and computer games have been developed to teach students
about subjects as diverse as congressional redistricting and options for reform,
life in a Darfur refugee camp, and the challenges of distributing food and
resources to civilians caught in a war zone.
• Virtual worlds lend themselves to role playing and scenario building that allow
learners to assume responsibilities without incurring real-world consequences.
Students can give presentations, organize exhibits, build structures, talk with
historical figures, practice crisis management, take field trips to museums and
weather stations, view simulcast lectures, and connect with students, faculty,
and experts around the world.
Role Playing
Begin informally. Start simple: divide the class into pairs and have all the pairs
work for five or ten minutes on the same situation (buyer and seller; manager and
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employee; hero and villain; petition gatherer and reluctant voter). As students
become comfortable with role playing, have some students observe others. If these
activities are successful, move on to more complex role plays.
Create a compelling scenario. The best scenarios incorporate a compelling issue
or problem that can be solved only through negotiation or analysis and action. The
situation should involve choices, decisions, and conflicting motives and perspectives.
Courtrooms, legislative chambers, and corporate boardrooms are traditional settings for conflict, but you can divide students into research teams that are competing
to solve a problem, or assign students to play the role of cells undergoing mitosis,
or have two competing groups attempt to persuade a third uncommitted group
to adopt their policy. In “Reacting to the Past,” developed by Barnard College,
students are assigned roles and objectives informed by classic texts in the history of
ideas. An instructor developed a “speed-dating” scenario in which students take on
the identities of leading figures in the history of psychology. (Sources: Francis, 1999;
McDaniel, 2000; Monahan, 2000; Wyn and Stegink, 2000; Zehr, 2004)
Identify the major roles. By yourself or with the class, develop statements that define
the interests, capabilities, and limitations that come with each role. Inexperienced
students will need more detail and structure, but give all students some latitude in
how they portray the characters. Consider asking students in adversary roles to
switch places midway through. (Source: Christensen et al., 1991)
Help students prepare. Give students reading assignments, data, and other materials.
For one role-playing exercise in a psychology course, students kept a log of “overt
displays of prejudice,” and some events from the logs became part of the role
play. (Sources: Plous, 2000; Smith and Boyer, 1996)
Set ground rules. Will students be allowed to do whatever pleasant or unpleasant
things a real person might do? How free should students be in their language,
rules of order, and movement?
Stay open to change as the action proceeds. Once the role play starts, students
will have to make decisions and experience the consequences; the direction and
outcome of the scene will reflect the decisions and choices they make early on.
Monitor, coach, and intervene as necessary in order to keep the process going.
(Source: Smith and Boyer, 1996)
Cut off the role play at a high point. If the situation does not call for consensus
or a solution, stop the role playing before it languishes, even if students want to
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231
continue. This will make for livelier discussion. A short role play might last five
to ten minutes.
Discuss and summarize. Begin the discussion immediately after the scene ends,
when feelings and insights are freshest. You might pose general open-ended
questions about what happened and why, or interview the players about their
goals and actions.
Video Games and Virtual Worlds
Research commercial video games. Popular video games can be effec-
tive for learning because they have clear goals; they are immersive; they rely
on problem-solving skills; they require players to make frequent decisions; and
players immediately see the consequences of their actions. (Sources: Gee, 2007;
Van Eck, 2006)
Explore virtual worlds. Some college and university courses meet in virtual
worlds in which students engage in all sorts of activities: they analyze real-time
data, model complex mathematical functions, stage dramas, build molecular models, conduct ethnographic research on residents, recreate historical
events, understand schizophrenia through virtual hallucinations, practice
their language skills, create videos, and respond to simulated disasters. Participants
can create and use museums, labs, libraries, wikis, highly detailed three dimensional renderings of buildings, and other educational resources. Typically
virtual worlds showcase innovative educational projects and guide instructors on
the best uses of virtual environments to promote student learning and higher
level thinking.
Consider simulations as a course-hosting device. Some instructors now house
their courses (or portions of them) on simulation Web sites, such as Second Life or
the open source metaverse software Croquet. Each student in the course creates
an avatar, and these courses have both real and virtual meetings. Avatars can
communicate with others using text media or through VoIP (Voice over Internet
Protocol) which lets users speak to one another. (Source: Educause Learning
Initiative, June, 2008)
Keep in touch with rapid advances. The educational richness of this technology
will likely expand. Educause.com is one good source of news about changing
technologies. Wikipedia also provides updated resources on new technologies.
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References
Christensen, C. R., Garvin, D. A., and Sweet, A. (Eds.). Education for Judgment: The Artistry of
Discussion Leadership. Boston: Harvard Business School, 1991.
DeNeve, K. M., and Heppner, M. J. “Role Play Simulations: The Assessment of an Active
Learning Technique and Comparisons with Traditional Lectures.” Innovative Higher
Education, 1997, 21(3), 231–246.
Educause Learning Initiative. “7 Things You Should Know About Virtual Worlds.” June,
2006. http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/39392
Educause Learning Initiative. “7 Things You Should Know About Second Life.” June, 2008.
http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/46892
Francis, P. J. “Using Role-Playing Exercises to Teach Astronomy.” The Physics Teacher,
October 1999, 37(7), 436–437.
Frederick, P. “The Dreaded Discussion: Ten Ways to Start.” Improving College and University
Teaching, 1981, 29(3), 109–114.
Gee, J. P. Good Video Games and Good Learning: Collected Essays on Video Games, Learning and
Literacy. New York: Peter Lang, 2007.
Hertel, J. P., and Millis, B. J. Using Simulations to Promote Learning in Higher Education. Sterling,
VA: Stylus, 2002.
MacKay, C. “The Trial of Napoleon, A Case Study for Using Mock Trials.” Teaching History:
A Journal of Methods, 2000, 25(2).
McCarthy, J. P., and Anderson, L. “Active Learning Techniques versus Traditional Teaching
Styles: Two Experiments from History and Political Science.” Innovative Higher Education,
2000, 24(4).
McDaniel, K. N. “Four Elements of Successful Historical Role-Playing in the Classroom.”
History Teacher, 2000, 33(3), 357–362.
Monahan, W. G. “Everybody Talks: Discussion Strategies in the Classroom.” Teaching History:
A Journal of Methods, 2000, 25(1), 6–14.
New Media Consortium and Educause Learning Initiative, Horizon Report, 2007.
http://www.nmc.org/horizon/2007/report
Plous, S. “Responding to Overt Displays of Prejudice: A Role-Playing Exercise.” Teaching of
Psychology, 2000, 27(3), 198–200.
Rymaszewski, M., Au, W. J., Wallace, M., and others. Second Life: The Official Guide.
Indianapolis, IN: Wiley, 2006.
Smith, E. T., and Boyer, M. A. “Designing In-Class Simulations.” PS: Political Science and
Politics, 1996, 29(4), 690–694.
Van Eck, R. “Digital Game-Based Learning: It’s Not Just the Natives Who Are Restless.”
Educause Review, 2006, 41(2), 17–30.
Wyn, M. A., and Stegink, S. J. “Role-Playing Mitosis.” American Biology Teacher, 2000, 62(5),
378–381.
Zehr, D. “Two Active Learning Exercises for a History of Psychology Class.” Teaching of
Psychology, 2004, 31(1), 54–56.
26
Service Learning and
Civic Engagement
Many colleges and universities offer undergraduate students opportunities to learn
by doing. Variously called civic engagement, service learning, public service, community service,
public scholarship, practica, social action engagement, ongoing scholarship, or fieldwork, these
efforts productively engage students with the community. Community engagement
can take various forms (Bringle et al., 2003; Furco, 1996; University of California
at Berkeley Task Force, 2000):
• Community service emphasizes a service activity such as helping rebuild housing in
low-income communities hit by natural disasters, volunteering at recreational
centers, or restoring creeks and watersheds. These service activities are not connected to any particular course or curriculum, and students typically do not
receive extensive training or any academic credit.
• Co-curricular service learning incorporates training and allied activities, which precede or accompany the service. For example, undergraduate participants in
the California Reads program (which focuses on literacy) receive scheduled
training, keep daily logs, meet regularly with team leaders, and attend monthly
development sessions. Students typically do not receive academic credit for
participating in these programs.
• Academic courses with a field or service component entail one or more field assignments or
service activities. For example, a course in architecture might include an assignment that requires interviewing local youth about a shelter for runaways.
• Academic service learning equally emphasizes academic work and service. The
service experience is fully integrated into a discipline-based academic course,
and the course content determines the type of service students undertake. For
example, a course in the physiology of aging might require students to work
one three-hour shift a week throughout the term at a nearby senior center to
apply what they are learning to real-world situations. Service learning emphasizes reciprocity between students and an outside agency and its clients—the
insights, experiences, and benefits each can offer the other—and includes a
series of formal reflective activities. Experts continue to debate definitions and
nuances of nomenclature. This chapter adopts the term service learning to represent a type of pedagogy that encompasses teaching and civic engagement.
233
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Alternatives and Supplements to Lectures and Discussion
Service learning courses can (1) broaden and deepen the intellectual content
of undergraduate instruction by integrating theory and practice; (2) increase
students’ motivation to engage in academic work through the experience of
applying knowledge; (3) encourage students to develop their skills as independent
scholars and researchers; and (4) contribute to students’ sense of civic and social
responsibility (Braskamp et al., 2006). The length and duration of the service
activity will, of course, depend on the number of credits that the course carries
and the other course requirements (reading, papers, exams). For most service
learning courses, experienced faculty recommend a service commitment of two
or three hours a week (Ozorak, 2003).
Faculty report that incorporating fieldwork into their courses has enhanced
their teaching experience and the quality of their instruction (Kendall et al., 1990).
Well-structured service learning has also been shown to have positive academic,
cognitive, attitudinal, career, and personal effects on students (Astin et al., 2000;
Evangelopoulos et al., 2003; Kezar and Rhoads, 2001; Marullo, 1998).
Service learning can play a role is almost every academic discipline (ServiceLearning in the Disciplines, 2000), and field assignments can be added to almost
any course, including foreign languages (“A Spanish Course,” 2002) and writing
classes (Wills, 2005).
Initiating a service learning course is time consuming for an instructor,
especially if your college or university does not have a central office that can
assist with site placement, student orientation and debriefing, and logistical
support. The following suggestions can help you create and teach a successful
service learning course. The advice given here applies to other kinds of fieldwork assignments as well.
General Strategies
Tailor the service component to meet course goals and student learning
outcomes. As Dewey (cited in Hutchings and Wutzdorff, 1988, p. 5) points out,
“mere activity does not constitute experience.” Service learning is most likely
to provide academically valuable experience when the service is structured to
serve specific learning goals and to meet real community needs, and when it is
preceded by orientation and preparation. The broad goals for service learning
may include making learning more meaningful by challenging students to apply
theories and principles in the real world, helping students develop leadership
skills, preparing students to join the workforce, and promoting students’ civic
engagement. (Sources: Chapdelaine et al., 2005; Colby et al., 2003; Ehrlich, 2000;
Ostrow, 2004)
Service Learning and Civic Engagement
235
Consult national resources. About one thousand colleges and universities belong to
Campus Compact, a leading resource for conceiving and implementing service learning programs that seek to improve community life and educate students about civic
and social responsibility. The organization’s Web site (compact.org) has an extensive
collection of sample syllabi, assignments for structured reflection, toolkits, and publications. The online resources of the National Service Learning Clearinghouse (servicelearning.org) include a library of service learning materials and subscriptions to
service learning e-mail lists and newsletters. Two other national organizations in this
field are Learn and Serve America (learnandserve.gov), a federally funded effort to
support and encourage service learning, and the National Society for Experiential
Education (nsee.org), which offers online access to publications and resources.
Collaborate with other campus groups to identify service learning
opportunities. Most real-world problems can best be addressed by multidisciplinary
teams. When seeking partners, look to academic departments other than your
own, as well as to the campus student affairs office, career counseling office, and
other service centers. (Sources: Engstrom, 2003; Vaz, 2005)
Establish relationships with outside agencies. Nonprofit organizations can
be natural partners for service learning and field assignments. Before referring
students to these groups, create your own relationships with people in the
organizations. (Sources: Jacoby, 2003; Rubin, 2001)
Offer options. Some faculty offer fieldwork experience as an alternative to a
library or research project. By giving students a choice, you can accommodate
students who are unable to commit the hours to an agency placement or who may
have transportation problems. (Source: Kretchmar, 2001)
Organizing a Service-Learning Opportunity
Become familiar with the service setting before placing or sending
students. Learn enough to know what your students are likely to encounter.
Establish good contacts in each setting so that your students will be welcomed.
When you meet with agency representatives, discuss the following topics:
• their needs and objectives
• the products or outcomes that could result from student placement
• how the project or activities fit your students’ skills, academic needs, and
learning goals
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• the sources of any funding that may be required
• the resources your department might need to provide (for example,
photocopying)
Avoid placements that involve clerical or routine administrative tasks that
have little or no bearing on students’ academic coursework.
Identify a specific project or set of activities for students to undertake. In
some cases, students can conduct research that serves an agency or organization.
Or students can provide essential services to an agency’s clients: the homeless,
victims of domestic violence, or immigrants adjusting to their new country.
Researchers stress the importance of having students meet real needs: a service
setting should not be treated as merely a laboratory for student learning. (Sources:
Corwin, 1996; Froese et al., 2003; Furco, 2001; Ozorak, 2003)
Take into account the developmental phases of a student’s field experience.
Researchers describe a developmental model that outlines students’ needs, identifies
effective supervisory strategies, and describes outcomes at each of four stages. The
induction stage involves gaining entrée into the field setting. During the acclimation
stage, the student becomes familiar with the site and is less dependent upon others
for directions and information. The application stage, or the optimal working stage,
occurs when the student is fully integrated into the site and knows its history, players, and politics. Finally, the closure stage involves taking stock of what was learned
and what still needs to be learned. (Source: Winston and Creamer, 2002)
Pay attention to the school calendar. To avoid schedule conflicts, be sure that
service learning activities do not extend beyond the academic term or interfere
with midterm breaks or final exams.
Be aware of legal issues. Placing students in community settings raises various
legal issues, including liability for acts of students at field sites and liability for
injuries. The National Service Learning Clearinghouse (servicelearning.org)
offers advice and resources related to risk management and liability. Questions or
concerns about students’ safety should be discussed with campus legal counsel.
(Sources: Chapdelaine et al, 2005; Goldstein, 1990; Janosik and Hirt, 2002)
Create written agreements that clarify roles and responsibilities. Experts
recommend preparing a written agreement that presents guidelines on the
agency’s responsibilities to the students, including requirements for supervision
and evaluation, and descriptions of the kind of work students will undertake.
Service Learning and Civic Engagement
237
(Hurley et al., 2005). Rubin (2001) offers a checklist for professors and community
partners to review:
length of placement with start and end dates
number of students who can be accommodated
number of hours students will spend in their placement
transportation/parking arrangements
orientation procedures
on-site supervision
procedures for agency evaluation of students
ongoing mechanisms for communication among agency staff, students,
and the faculty member
• transition and closure procedures at the end of the placement
• special considerations (for example, fingerprinting, TB shots)
•
•
•
•
•
•
•
•
Anticipate the needs of students with disabilities. Ask students in your class
whether they need accommodations or have concerns about accessibility.
Students’ Roles
Clarify students’ roles. The student, the faculty member, and the field site
personnel should all have clear expectations of what the student will be doing. The
course syllabus and other written guidelines might address the following questions:
• What will the student learn or be able to do as a result of the service learning
activities?
• How many hours of service are required? What field-related assignments
(report, journal, portfolio, oral presentation) will the student complete?
• How will the student integrate classroom learning and field service?
• How will the student be evaluated?
Prepare students for service learning. You may want to address such topics as the
concept of service learning and why it is part of your course; the population that
students will be working with; students’ assumptions or stereotypes; the logistics of
their placement (for example, appropriate attire, handling problems); and documentation required to complete the placement. (Source: Owen and Troppe, 2002)
Assess the knowledge and skills students bring to the project. In preparation, help
students identify the skills that they will be bringing to their service or placement.
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Alternatives and Supplements to Lectures and Discussion
This self-assessment will help build students’ confidence and identify weaknesses they
need to work on to be effective in the field. (Source: Conrad and Hedin, 1990)
Make assessment of need a part of the student’s role in service learning. As
appropriate, involve students in gathering information about the needs of those
to whom they are providing the service. Expect them to be able to describe the
identified needs their work addresses. (Source: Gelmon, 2003)
Require students to reflect continually and critically on what they are
learning. Ask students to keep a log or journal that is both a record of daily
activities and a compendium of their reflections and ideas. Encourage them to
write freely. Owen and Troppe (2002) describe three types of journals:
• The double-entry journal in which students write their thoughts and reactions
on the left side and the key issues from class discussion and readings on the
right side. Students then draw arrows to indicate relationships between their
personal experiences and course content.
• The key-phrase journal in which you provide, at the beginning of the term, a
list of terms and phrases from the course materials. Students are evaluated
on their use and demonstrated understanding of the terms.
• The three - part journal in which students divide each journal entry into
thirds: description, analysis, application.
Journals can also include a description or brief history of the agency, the
role of different groups, the politics and economics of the situation, and other
assigned topics. Arrange or encourage electronic group journaling and sharing
of experience through a forum or wiki. (Sources: Bringle et al., 2003; Dunlap,
1998; Mills, 2001; Rubin, 2001)
Faculty Role
Give adequate guidance. The amount of guidance needed depends on the
level of the students, the complexity of the activities, and the timetable.
Give students written information that describes the scope of the project, the
purpose, the activities, the expectations of the agency, your expectations, and
the deadlines.
Discuss academic integrity. In the syllabus and during the first week of class,
tell students about academic integrity in a service learning setting. Explain that
Service Learning and Civic Engagement
239
students must not, for example, overstate their hours of service, leave before their
scheduled hours, sign in for another student, or fabricate experiences in their journal entries. (Source: Owen and Troppe, 2002)
Give students incremental assignments. For example, if students are keeping
a journal, ask them to focus on a particular issue, area of knowledge, or task
for each week. Assignments might include observing and describing the kind of
clients an agency seeks to serve, drawing a map of an agency’s office layout to
study how it encourages or inhibits communication, and reflecting on progress
toward achieving learning goals.
Point students to the relevant literature. For example, if your students are going
to write about their initial impressions of a service learning setting, direct them to
the work of social scientists or novelists who have described other settings.
If students are expected to conduct interviews, give them information about
the methodology of interviewing and examples of effective interviews. (Source:
LoCicero and Hancock, 2000)
Keep in touch with field or service supervisors. Field supervisors serve as second
teachers for your students. Give them copies of the syllabus and other course
materials that help clarify the teaching purpose. Keep them informed about
the course by phone or e-mail, and arrange procedures for ongoing review.
Schedule a site visit and, as appropriate, invite field supervisors to class sessions,
either as speakers or as guests. (Source: Howard, 2000–01)
Monitor student performance. Remind students that they are representing the
college at the community site and that their projects and activities may be made
public. Monitoring and reviewing are essential to make sure that final products
are up to classroom standards and appropriate for public distribution.
Provide time for students to discuss their service. Schedule some class time
for students to share their concerns, problems, accomplishments, and insights.
Ask students to present brief reports about their activities, and encourage groups
of students involved in similar placements to relate field observations to course
topics. (Source: Dunlap, 1998)
Develop contingency plans. Don’t let performance problems drag on. If students
encounter major difficulties, offer alternatives such as scaling down the tasks or
scope of activities. If a student repeatedly fails to meet deadlines or offers excuses,
terminate the student’s involvement in the placement. (Source: Sand, 1986)
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Alternatives and Supplements to Lectures and Discussion
Evaluation of Students
Evaluate students’ academic work, not the field experience itself. Explain to
students that they will receive credit not for simply spending time in the field,
but for the quality of the work they produce in response to their service learning
activity. For example, if students submit journals, your evaluative criteria may
include the accuracy of entries, thoroughness, originality, and range of issues
addressed. Or you might focus on students’ acquisition of knowledge about the
community, improvement in personal skills, self-discovery, or exploration of career
options. Some faculty grade these journals on a check-plus/check/check-minus
scale. (Sources: Ozorak, 2003; Tai-Seale, 2001; Weisskirch, 2003; Zimmerman
et al., 1990)
Emphasize self-reflection in evaluating service learning. Evaluate journals and
participation in class discussions in terms of how actively and deeply students
reflect on their experience. Do they think critically about their attitudes, beliefs,
assumptions, and stereotypes? Do they relate their service learning experiences to
course concepts, test theories in practical settings, and formulate their own theories based on their service learning experiences? Do they apply their classroom
knowledge to provide more effective service? (Sources: Eyler, 2001; Eyler and
Giles, 1999; Owen and Troppe, 2002)
Evaluate students’ learning in more than one way. For example, write exam
questions that ask students to demonstrate familiarity with a body of literature
or to relate course readings to their service learning experiences. In class discussions, ask students to relate their understanding of a topic to a critical analysis of
their field experience. Ask students to write a “tip sheet” for students who may be
placed in the same agency next term. Or assign a report on a particular problem
or issue facing the agency, or ask for a critical essay about the fieldwork. These
papers can be evaluated according to conventional academic criteria: Are the
essential aspects of the topic related to the existing literature? Does the student’s
experience lead to an informed understanding of the theory? Is the focus of the
paper appropriate to the observations on which it is based? (Source: Conrad and
Hedin, 1990)
Check in with supervisors after service is completed. Meet with representatives
from the agency or office to discuss their responses to your students ’
performance. Ask for their comments on how to improve students’—and their
own—experiences.
Service Learning and Civic Engagement
241
References
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Los Angeles: UCLA Higher Education Research Institute, 2000.
Braskamp, L. A., Trautvetter, L. C., and Ward, K. Putting Students First: How Colleges Develop
Students Purposefully. Bolton, MA: Anker, 2006.
Bringle, R. G., Phillips, M. A., and Hudson, M. The Measure of Service Learning: Research Scales
to Assess Student Experiences. Washington, DC: American Psychological Association, 2003.
Chapdelaine, A., Ruiz, A., Warchal, J., and Wells, C. Service-Learning Code of Ethics. San
Francisco: Jossey-Bass, 2005.
Colby, A., Ehrlich, T., Beaumont, E., and Stephens, J. Educating Citizens: Preparing America’s
Undergraduates for Lives of Moral and Civic Responsibility. San Francisco: Jossey-Bass, 2003.
Conrad, D., and Hedin, D. Learning from Service: Experience Is the Best Teacher, or Is
It? In J. C. Kendall and associates (Eds.), Combining Service and Learning: A Resource Book
for Community and Public Service. Vol. 1. Raleigh NC: National Society for Internships and
Experiential Education, 1990.
Corwin, P. “Using the Community as a Classroom for Large Introductory Sociology
Classes.” Teaching Sociology, 1996, 24(3), 310–315.
Dunlap, M. R. “Methods of Supporting Students’ Critical Reflection in Courses
Incorporating Service Learning.” Teaching of Psychology, 1998, 25(3), 208–210.
Ehrlich, T. (Ed.). Civic Responsibility and Higher Education. American Council on Education and
Oryx Press, 2000.
Engstrom, C. M. Developing Collaborative Student Affairs–Academic Affairs Partnerships
for Service-Learning. In B. Jacoby (Ed.), Building Partnerships for Service-Learning.
San Francisco: Jossey-Bass, 2003.
Evangelopoulos, N., Sidorova, A., and Riolli, L. “Can Service-Learning Help Students
Appreciate an Unpopular Course? A Theoretical Framework.” Michigan Journal of
Community Service Learning, 2003, 9(2), 15–24.
Eyler, J. “Creating Your Reflection Map.” In M. Canada and B. W. Speck (Eds.), Developing
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Eyler, J., and Giles, D. E. Where’s the Service in Service-Learning? San Francisco: Jossey-Bass, 1999.
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Furco, A. “Service Learning: A Balanced Approach to Experiential Education.” In B. Taylor
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2005, 26(4), 562–578.
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27
Undergraduate Research
With appropriate mentoring, undergraduates can pursue scientific inquiries, artistic
and creative activities, and other forms of research and scholarship in any field.
These projects may be undertaken as a course requirement, as an independent
study, or outside the regular curriculum (Kinkead, 2003). A student might work
with one faculty member or as part of a faculty-led team of undergraduate and
graduate students.
Involving undergraduates in research significantly benefits both students and
faculty (Bauer and Bennett, 2003; Firestone, 1997; Jones and Draheim, 1994;
Kuh et al., 2005; Landrum and Nelsen, 2002; Malachowski, 2003; Merkel and
Baker, 2002; Nagda et al., 1998; Pascarella and Terenzini, 2005; Prince et al.,
2007; Seymour et al., 2004; Shellito et al., 2001). Undergraduates who participate
in research projects gain a richer understanding of the discipline; develop critical
thinking, communication, and analytic skills; become more independent and
self-confident; have a clearer focus on career options; and show higher rates of
persistence and degree completion. For many students, working alongside a faculty
member on a research project is the highlight of their undergraduate years.
For instructors, the fundamental or naïve questions posed by undergraduates
can lead to reconsideration of preconceived notions or suggest new directions
for research. The experience of working with undergraduates can also result in
improved teaching effectiveness in the classroom.
The suggestions below are aimed at helping you design opportunities, and
recruit and supervise undergraduates who are working on your research projects
or one of their own. For ways to incorporate research assignments into your
courses see Chapter 35, “Designing Effective Writing Assignments.”
General Strategies
Think broadly about types of research-related work. In addition to laboratory
work in science and engineering, students can assist a local organization in defining
or solving a problem, conduct research on an aspect of campus life, or assist in
assessing the course you are teaching. For a broad list of the kinds of research
projects that engage undergraduates, see the Undergraduate Research Apprentice
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Undergraduate Research
245
Program at UC Berkeley (research.berkeley.edu/urap/) and the Undergraduate
Research Opportunity Program at the University of Michigan (www.lsa.umich.
edu/urop/). (Sources: Lancy, 2003; Picciotto, 1997; Strand et al., 2003)
Consider summer research projects. Summer may be a good time for students
to participate in research. If your institution has an undergraduate senior project
or thesis program, summer research might lead into a senior-year thesis. (Source:
Merkel and Baker, 2002)
Seek funding. Take advantage of any campus programs that may provide funds
to support undergraduate research. Write undergraduate research assistants
into the budgets of grants you submit. Some funded niches usually occupied by
graduate students can be assigned to undergraduates. (Source: Lancy, 2003)
Consult national resources on undergraduate research. Two allied national
associations offer resources for faculty who are supervising undergraduates as part
of a research team or as independent researchers. The Council on Undergraduate
Research (www.cur.org) offers how-to books, journals, and events for those
interested in supporting student-faculty collaborative research and scholarship.
The National Conferences on Undergraduate Research (www.ncur.org) hosts
conferences where undergraduates in a variety of fields present their findings.
Designing Worthwhile Research Experiences
Establish clear learning goals. At the start of the project, meet with the student
to agree on the learning goals. These goals may include making a new discovery
or synthesis, mastering a particular disciplinary or interdisciplinary methodology,
learning how to narrow a topic for investigation, gaining skills in scientific
processes, locating and critiquing primary source documents, sifting through data
and drawing conclusions, and developing skills in the oral and written presentation
of findings.
Define projects that suit students’ interests and abilities. Look for opportuni-
ties that will allow students to design and complete their work in the time they
have available. Be realistic in estimating the amount of time and training that
undergraduate students will need to carry out the project. Also, some research
projects do not necessarily end in a defined time frame and instead continue
from student to student over several years. (Sources: Lancy, 2003; Shellito
et al., 2001)
246
Alternatives and Supplements to Lectures and Discussion
Help students narrow an independent topic. Students who wish to pursue an
independent research project will need help in selecting and narrowing their
topic. (Source: Bodi, 2002)
Recruiting Students
Identify potential participants. Some colleges and universities have central
undergraduate research programs that match faculty sponsors and student
participants. At other institutions, instructors recruit students on their own. Posting
an announcement may elicit a few responses, but you should also extend a personal
invitation to select current and former students. For some projects, a student’s
ability to meet deadlines and do reliable work may be crucial; for other projects,
a key consideration may be a student’s willingness to be honest in critiquing your
work and writing. Some faculty look to students in their department’s honors
programs, while others seek out students who are underrepresented in their
field of study and those who are preservice teachers. Actively seek qualified
but potentially academically vulnerable students (for example, low income, first
generation, or immigrant students); involvement in research can improve the
retention of students. (Sources: Jones and Draheim, 1994; Kinkead, 2003; Lancy,
2003; Merkel, 2003; Steffes, 2004; Verity et al., 2002)
Advocate the value of doing research. Explain to students the benefits
of conducting research or participating in a research project. In addition to
describing the learning opportunities, discuss the advantages of working outside the classroom with a professor, graduate students, or other undergraduate
students. If you are recruiting students for your project, tell them what your
research environment offers that students “can’t get anywhere else.” (Source:
Benson, 2002)
Link research to careers and graduate school. Offer career guidance as
appropriate and discuss how an undergraduate research project may help prepare
a student for graduate study or for specific vocational opportunities. (Sources:
Merkel and Baker, 2002; Shellito et al., 2001)
Mentoring and Supervising Undergraduate Researchers
Decide on a model for supervising students. Whether students undertake their
own original research or work on a project you have designed, the structure and
Undergraduate Research
247
supervision of the project will follow one of four models (adapted from Landrum
and Nelsen, 2002):
• a mentor-colleague model in which students work closely and directly with
faculty
• a hierarchical model in which students work with graduate students who are,
in turn, supervised by faculty
• an apprentice model in which students attain more responsible tasks as
their performance abilities grow
• a contractual model in which faculty spell out tasks and deadlines in advance
Clarify with students the model you will use for supervision, and remind
them that your role is to guide—but not to direct—their research. Discuss mutual
expectations.
Be available, approachable, and encouraging. Take the time to get to know
the students you are mentoring. Set aside time every week for a question and-answer period, and encourage students to ask the “stupid question” that they
hesitate to ask. Give positive, constructive feedback and encouragement. Prepare
students to cope with the inevitable frustrations of designing and conducting
a research project, and remind them that all researchers experience repeated
failure. (Sources: Kinkead, 2003; Merkel and Baker, 2002; Shellito et al., 2001)
Focus on the student’s learning experience. Provide as clear a path as you can
from grunt work to meaningful tasks that entail increasing levels of responsibility.
For example, first- and second-year students who are not ready to perform
statistical data analysis can collect and enter data, examine literature, and draft
materials for the introductory section of a research paper. (Sources: Benson, 2002;
Kuther, 2004; Lancy, 2003)
Discuss the ethics of research. Address ethical questions that arise in the
conduct and reporting of research: for example, the handling and treatment of
lab animals, the integrity of reporting the findings whatever the outcome, and
privacy and confidentiality policies. (Source: Benson, 2002)
Respect the student ’s situation. Recognize and respect a student ’s time
commitments outside the research project. Show that you value the student’s
time by being prepared when he or she arrives. As needed, back up a bit to
explain concepts at the student’s level. Be sure that students have the supplies,
equipment, and access they need to do their work. (Source: Shellito et al., 2001)
248
Alternatives and Supplements to Lectures and Discussion
Be patient. For example, it may take three to six months or more for undergraduates to familiarize themselves with key laboratory techniques, read the latest
journal articles, and comprehend the scope of the project or to understand how to
design and execute a series of laboratory experiments. (Sources: Firestone, 1997;
Merkel and Baker, 2002)
Let students know their contributions are valued. Even undergraduates who
have just joined a lab may have useful insights. Create an open atmosphere in
which everyone feels invited to speak. (Sources: Benson, 2002; Kinkead, 2003)
Communicating Findings
Encourage students to publish or present their work. A class Web site (or
class-linked student blog) is one place to publish and present. Also make students
aware of electronic and print journals that publish articles by undergraduates,
although Ferrari and Hemovich (2004) turned up some evidence that some
graduate psychology admissions directors look askance at publication in journals
created for student-based research. One national undergraduate research clearinghouse (clearinghouse.missouriwestern.edu) is housed at Missouri Western
State College. Student research poster displays and other products are also
disseminated at professional societies and associations such as the biennial
Council on Undergraduate Research and the annual National Conferences on
Undergraduate Research’s Washington, DC–based “posters on the hill.” (Source:
Kinkead, 2003)
For team-based research, include the student as a co-author. Firestone (1997)
reports that about a third of the papers published by his laboratory research
group have at least one undergraduate as a co-author who played key roles in
carrying out experiments and interpreting data.
Take undergraduates to disciplinary conferences. Socialize them into the
profession or discipline. Let them experience the collective enthusiasm of the conference. (Source: Lancy, 2003)
References
Bauer, K. W., and Bennett, J. S. “Alumni Perceptions Used to Assess Undergraduate
Research Experience.” Journal of Higher Education, 2003, 74(2), 210–230.
Undergraduate Research
249
Benson, E. “Learning by Doing: Four Keys to Fostering Undergraduate Research in Your
Laboratory.” Monitor on Psychology, December 2002, 33(11), 42–45.
Bodi, S. “How Do We Bridge the Gap between What We Teach and What They Do? Some
Thoughts on the Place of Questions in the Process of Research.” Journal of Academic
Librarianship, 2002, 28(3), 109–114.
Ferrari, J. R., and Hemovich, V. B. “Student-Based Psychology Journals: Perceptions by
Graduate Program Directors.” Teaching of Psychology, 2004, 31(4), 272–275.
Firestone, G. L. “Undergraduate Research: An Integration of Discovery and Education.”
Science 21, 1997, 2(1), 9–10.
Jones, J. L., and Draheim, M. M. “Mutual Benefits: Undergraduate Assistance in Faculty
Scholarship.” Journal on Excellence in College Teaching, 1994, 5(2), 85–96.
Kinkead, J. “Learning through Inquiry: An Overview of Undergraduate Research.” In J.
Kinkead (Ed.), Valuing and Supporting Undergraduate Research. New Directions for Teaching
and Learning, no. 93. San Francisco: Jossey-Bass, 2003, pp. 5–17.
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., and associates. Student Success in College:
Creating Conditions That Matter. San Francisco: Jossey-Bass, 2005.
Kuther, T. L. “Student-Faculty Collaborative Research: Why and How to Do It.” Newsletter
of the Society for the Teaching of Psychology, Division 2 of the American Psychological
Association. Fall 2004, 4–5.
Lancy, D. F. “What One Faculty Member Does to Promote Undergraduate Research.” New
Directions for Teaching and Learning, no. 93. San Francisco: Jossey-Bass, 2003, pp. 87–92.
Landrum, R. E., and Nelsen, L. R. “The Undergraduate Research Assistantship: An Analysis
of the Benefits.” Journal of Psychology, 2002, 29(1), 15–19.
Malachowski, M. R. “A Research-across-the-Curriculum Movement.” In J. Kinkead (Ed.),
Valuing and Supporting Undergraduate Research. New Directions for Teaching and Learning,
no. 93. San Francisco: Jossey-Bass, 2003, pp. 55–68.
Merkel, C. A. “Undergraduate Research at the Research Universities.” In J. Kinkead (Ed.),
Valuing and Supporting Undergraduate Research. New Directions for Teaching and Learning,
no. 93. San Francisco: Jossey-Bass, 2003, pp. 39–53.
Merkel, C. A., and Baker, S. M. How to Mentor Undergraduate Researchers. Washington, DC:
Council on Undergraduate Research, 2002.
Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., and Lerner, J. S.
“Undergraduate Student-Faculty Research Partnerships Affect Student Retention.” Review
of Higher Education, 1998, 22(1), 55–72.
Pascarella, E. T., and Terenzini, P. T. How College Affects Students. A Third Decade of Research.
Vol. 2. San Francisco: Jossey-Bass, 2005.
Picciotto, M. “Investigating the College: Teaching the Research Process.” College Teaching,
1997, 45(1), 19–21.
Prince, M. J., Felder, R. M. and Brent, R. “Does Faculty Research Improve Undergraduate
Teaching? An Analysis of Existing and Potential Synergies.” Journal of Engineering
Education, 2007, 96(4), 283–294.
Seymour, E., Hunter, A-B., Laursen, S. L., DeAntoni, T. “Establishing the Benefits of
Research Experiences for Undergraduates in the Sciences: First Findings from a
Three-Year Study.” Science Education, 2004, 88(4), 493–534.
Shellito, C., Shea, K., Weissmann, G., Mueller-Solger, A., and Davis, W. “Successful
Mentoring of Undergraduate Researchers: Tips for Creating Positive Student Research
Experiences.” Journal of College Science Teaching, 2001, 30(7), 460–464.
250
Alternatives and Supplements to Lectures and Discussion
Steffes, J. S. “Creating Powerful Learning Environments beyond the Classroom.” Change,
May/June, 2004, 36(3), 46–50.
Strand, K., Marullo, S., Cutforth, N., Stoecker, R., and Donohue, P. Community-Based Research
and Higher Education: Principles and Practices. San Francisco: Jossey-Bass, 2003.
Verity, P. G., Gilligan, M. R., Frischer, M. E., Booth, M. G., Richardson, J. P., and
Franklin, C. “Improving Undergraduate Research Experiences: Lessons from a
Historically Black University’s Unusual Collaboration.” AAHE Bulletin, February
2002, 3–6.
28
Guest Speakers
Guest speakers can add interest, expertise, variety, and multiple perspectives
to many types of courses. The following suggestions discuss inviting speakers,
arranging for webcast presentations, and preparing to be a guest speaker.
General Strategies
Start early. Arranging for an outside speaker takes considerable time and work.
Start contacting possible speakers as early as you can. Scheduling may involve a
good deal of juggling of dates.
Define the purpose and value. Look for speakers who are integral to your course
by addressing an issue in which the readings or your own knowledge are weak, by
presenting an important point of view, or by offering an alternative perspective.
Incorporate material from the speaker’s presentation into assignments or tests,
and let your students know how the presentation will figure in their course work.
(Source: Lyons et al., 2003)
Choose effective speakers. Make sure the speaker is credible and an effective
presenter. Be cautious about inviting speakers who come to you looking for an
opportunity to speak. Invite speakers who will challenge your students and provoke
discussion. Avoid a “packaged presentation” unless you have seen the performance
and know it’s exactly what you want. (Sources: Mullins, 2001; Sorenson, 2001)
Decide on an appropriate format. Check with the speaker for preferences in
how the session might be structured: presentation with questions and answers; an
opportunity for your class to “interview the expert”; open discussion led by the
speaker; informal conversation so students can get acquainted with the speaker,
and so forth. (Source: Sorenson, 2001)
Start small and expand. Begin with just one guest during the term. Consider
adding a second during a succeeding term, but keep in mind that hosting too
251
252
Alternatives and Supplements to Lectures and Discussion
many speakers may dilute the focus and effectiveness of the course. (Source:
Mullins, 2001)
Preparing the Speaker
Extend a detailed invitation. Discuss the content of your course and how the
speaker would fit in. Describe your goals and what you hope to achieve by
the speaker’s participation in your class. Talk about the structure of the session.
If you want the speaker to address specific points, provide a list or an outline, as
appropriate. Send the following information in writing well before the presentation
date (adapted from Mullins, 2001):
• time to arrive, length of session, length of class, location of classroom and your
office, contact phone numbers
• driving instructions, directions about parking, and a guest parking pass
• class size, students’ level of preparation, interests, and so forth
Ask about any special needs or requests. Ask your guest if he or she has any
preferences about seating arrangements, length of the question-and-answer segment, photocopying, or equipment such as a laptop and data projector. If your
class is small, ask if the guest would like the students to introduce themselves and
say a word about their interests.
Give the speaker a copy of the reading list for the class. Or ask the speaker
to suggest readings that students should complete before the session. (Source:
Mullins, 2001)
Confirm the speaker’s appearance a few days before the date. If you find out
at the last minute the speaker is unable to show up, consider alternatives: engaging students in brainstorming regarding a concept or idea from a previous class;
breaking students into small groups and having them develop questions that could
be used on the midterm or final exam; showing a video relevant to the course content; giving students time to work in groups on an upcoming project or assignment.
(Source: Lyons et al., 2003)
Preparing the Students
At the session before the speaker’s appearance, remind students about the
event. Remind students that a guest is coming and suggest that they think about
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253
questions they want to ask. Explain the connection between the speaker and the
topics of the course. To encourage attendance, be sure that students know how
the guest’s material relates to the course goals and to grading. As appropriate, ask students to submit their questions before the day of the presentation; you or the students
can then ask the questions during the presentation. (Source: Sorenson, 2001)
Let students know what will be expected of them. If students will have an
opportunity to introduce themselves, tell them about that. Explain that they
should feel free to applaud at the end of the presentation if they find it of value.
Hosting the Guest Speaker
Introduce the speaker. Use whatever biographical information the speaker
has provided and introduce the topic of the presentation. Make sure that the
speaker ’s needs are met, and provide water. Remain attentive throughout
the presentation.
Be prepared to moderate. Explain any ground rules for the session and, as
needed, serve as the moderator for the question-and-answer period. Watch the
time, and politely intervene if the speaker exceeds the time limit. (Source: Lyons
et al., 2003)
At the conclusion, publicly thank the speaker. Lead the applause. If time
permits, offer a few summarizing comments or assess the value of the session.
After the guest departs, discuss the presentation. Respond to any student
criticism of the speaker. Indicate how the material relates to your instructional
objectives.
Follow up with a thank you note to the speaker. You might say something
about how the class responded to the presentation and how you will incorporate
the presentation into subsequent class sessions. As appropriate, send a copy of the
note to the speaker’s department chair or supervisor.
Guests Courtesy of Webcasting
Provide guest speakers via webcast. A webcast is a video presentation—either
live or archived—transmitted over the Internet. Webcasts give you access to
experts who would be unable to come to your classroom.
254
Alternatives and Supplements to Lectures and Discussion
Use archived or on-demand webcasts. Using an archived webcast gives you
more control of the presentation than arranging for a live webcast. Check with
your campus instructional technology unit or multimedia resource collection to
determine what they have available. At the University of California at Berkeley,
for example, live and on-demand webcasts, of both courses and public events,
are listed at webcast.berkeley.edu. For more options, you can search the Web for
“webcast” and the keywords of your topic.
Decide whether to show the webcast in class or ask students to view it on
their own. If you decide to show the webcast in class, experiment with viewing
webcasts on your own computer before showing one to your students. Also test the
classroom hardware and software. If possible, download the entire webcast before
a presentation. Have backup plans in case you experience technical problems.
(Source: Bell, 2003)
Explore other forms of electronically mediated guest appearances. You
can invite outside experts into an online asynchronous discussion in your
course. Videoconferencing (real - time two - way televised communication)
has become a regular part of some college programs, especially where
some students attend a satellite campus. (Sources: Medley, 2005; Educause
Learning Initiative, 2006)
Being a Guest Speaker
Ask why you are being invited. Ask the instructor what topics or themes you
should cover. Ask for a copy of the syllabus and a description of the students (year
in school, major, enrollment, and so on). Clarify any honorarium and whether
your expenses will be covered.
Highlight the place of your material in the continuum of the course. Begin
your talk by sketching the context of your topic; then go for depth rather than
breadth. Toward the end of your presentation, summarize key points. (Source:
Cook, 2005)
If your schedule permits, let students know how to contact you. Students
appreciate the opportunity to follow up with you if they have questions.
Guest Speakers
255
References
Bell, S. “Cyber-Guest Lecturers: Using Webcasts as a Teaching Tool.” TechTrends, 2003, 47(4),
10–14.
Cook, D. “When You Are the Guest Lecturer.” Teaching and Learning Exchange, 2005, 12(2).
Educause Learning Initiative. “7 Things You Should Know about Virtual Meetings.”
February 2006. http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnow
About/39388
Lyons, R. E., McIntosh, M., and Kysilka, M. L. Teaching College in an Age of Accountability.
Boston: Allyn and Bacon, 2003.
Medley, R. M. “Inviting Experts to Class through Computer-Mediated Discussions.” College
Teaching, 2005, 53(2), 71–74.
Mullins, P. A. “Using Outside Speakers in the Classroom.” APS Observer, 2001, 14(8).
Sorenson, L. “Guest Speakers: Agony or Ecstasy.” Brigham Young University, Focus on Faculty,
2001, 9(2), 4. http://fc.byu.edu/opages/reference/focusonfaculty.htm
PART VI
Enhancing Students’
Learning and
Motivation
29. Helping Students Learn
30. Learning Styles and Preferences
31. Motivating Students
32. Informally Assessing Students’ Learning
33.
Mobile Learning
29
Helping Students Learn
You can improve your students’ academic performance by incorporating concepts
derived from research into how learners acquire, process, integrate, retrieve, and
apply information and skills. Research validates the following general principles
(adapted from Bransford et al., 2000; Donovan et al., 1999):
• Students who have inaccurate or incomplete assumptions and beliefs about a
topic will have difficulty grasping new concepts and information.
• Students can more easily recall what they already know and integrate new
material when they are given a conceptual framework.
• Dividing new material into discrete chunks improves students’ acquisition of
that material.
• All learners need practice, feedback, and review.
• Social interactions and discourse facilitate learning and motivation.
• Students’ motivation affects the amount of time and effort they are willing to
devote to learning.
• Because learning tends to be situation-dependent, students may need help in
transferring material learned in one context to other contexts.
These principles suggest the following practices (adapted from Bransford
et al., 2000):
• Introduce a new topic by reviewing background and prerequisite information,
taking care to dispel common misconceptions.
• Announce the learning objectives: the knowledge or skills you expect students
to acquire during the class meeting or the upcoming sessions.
• Emphasize fundamental concepts and principles.
• Present material in organized, manageable chunks that include opportunities
for practice.
• Ask students to demonstrate mastery by answering questions or showing what
they have learned.
• Give feedback to students to reinforce their learning.
• Provide opportunities for students to generalize, apply, and transfer what they
have learned.
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Enhancing Students’ Learning and Motivation
The suggestions below are designed to help you optimize student learning
for long term retention and retrieval, and flexible adaptation to new problems
and settings.
Promoting Students’ Intellectual Development
Become familiar with models of intellectual development. Perry (1970) has
conceptualized college students’ intellectual development as a series of nine
stages commonly grouped into four substages. The earliest stages are dominated
by either-or thinking (dualism). Students at these stages believe that there is a
single right answer, that knowledge is a set of indisputable truths, and that education consists of a professor giving authoritative explanations to students. Belenky,
Clinchy, Goldberger, and Tarule (1986), in examining women’s epistemological
development, describe this situation as “received knowledge,” a dependence upon
authority. As Erickson, Peters, and Strommer (2006) point out, students at these
stages become uneasy when they are asked to think independently, draw their
own conclusions, or state their own points of view; they are also uneasy when
authorities disagree.
Over time, students begin to revise their thinking as they encounter more
areas of disagreement among authorities, compare different interpretations,
and realize that on some topics no one has definitive answers. In these next
stages (which Perry [1970] calls multiplicity and Belenky et al. [1986] call subjective knowledge ), knowledge no longer consists of right and wrong answers;
knowledge becomes a matter of educated opinion. They see both faculty and
students as entitled to have their opinions, and they initially treat all opinions
as equally valid. This mode of thinking is dominant among college students
(Kurfiss, 1998).
Students’ thinking begins to change again after instructors and peers repeatedly ask them for evidence to support their points of view. As students learn to
distinguish weak evidence from strong, they also come to see that knowledge is
contextual and situational. What one “knows” is relative and affected by one’s values, assumptions, and perspectives (relativism/procedural knowledge). Ambiguity
is a part of life. Faculty are now viewed as experienced resources, who teach specialized procedures for reasoning within a discipline and who can help students
learn the skillful use of analytic methods to explore and compare alternative
points of view.
In the final stages of cognitive development, students begin to take their own
stands on issues on the basis of their own analysis, which they view as the product
of their values, experience, and knowledge. Perry (1970) calls this “commitment
Helping Students Learn
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in relativism,” reflecting the need to take a position and make a commitment.
Belenky, Clinchy, Goldberger, and Tarule (1986) describe this level as “constructed
knowledge,” integrating knowledge learned from others with knowledge learned
from self-experience and self-reflection.
Provide sufficient structure for students in introductory courses. Students
in introductory courses are more likely to want yes-or-no answers, and some
may have little patience for open-ended discussions. When you grade these
students’ papers, be explicit about your criteria so that students do not dismiss your comments as simply “your opinion.” (Sources: Erickson et al., 2006;
Tiberius, 1999)
Help students become more intellectually sophisticated. Encourage students
to move beyond either-or thinking (adapted from Schmidt and Davidson, 1983,
and cited in Tiberius, 1999):
• Help students appreciate other points of view. Challenge students’ clichés; ask them to
provide evidence in support of their opinions; reinforce the value of entertaining
competing points of view; support students in their growing awareness that there
is no shame in changing one’s mind after weighing well-reasoned arguments.
• Help students evaluate different points of view. Explore why some points of view are
logically stronger than others; help students understand why authorities disagree; identify criteria for judging between conflicting points of view; divide
arguments into component parts; discuss the relative validity of different types
of evidence.
• Help students understand the process of making judgments. Remind students to rethink
their decisions when conditions change or when new information comes to
light; discuss how to make decisions when information is uncertain; explain
reasoned judgment; encourage probabilistic statements.
Include real-world experiences in your courses. Hands-on activities or fieldwork
provide a bridge between abstract and concrete learning, and they can help students develop a more complex approach to learning. (Source: Kurfiss, 1998)
Be sensitive to students’ struggles. Students may need guidance and empathy in coping with multiple points of view, making wrong decisions, and dealing
with uncertainties. Dogmatic students may need help in seeing others’ points of
view; indecisive students may need help in forming judgments; complacent students may need help in thinking skeptically. (Sources: King and Kitchener, 1994;
Kurfiss, 1998; Schmidt and Davidson, 1983; Tiberius, 1999)
262
Enhancing Students’ Learning and Motivation
Helping Students Contextualize New Information
Emphasize deep learning. Students engaged in “deep learning” try to under-
stand the significance and meaning of new material, and they strive to integrate
new information with what they already know. In contrast, students engaged in
“surface learning” do just enough to complete the task or pass a test: they memorize information, make little effort to relate new information to old, and treat
learning as an externally imposed task. Deep and surface approaches are not
fixed. Students adopt an approach depending upon their view of the task. At different times, students may use deep or surface approaches. Research shows that
students who acquire a deep understanding of course content retain it longer and
achieve higher grades than students who learn only on the surface.
Try to provide a context that encourages deep learning:
• Help students develop a strong conceptual framework that they can use to
organize information into meaningful patterns.
• State learning objectives that emphasize synthesis, evaluation, and analysis.
• Keep workloads and schedules manageable.
• Focus on issues that are most problematic for students, especially the inconsistencies or misconceptions that prevent them from understanding new material.
• Avoid assignments and tests that require the recall of trivial details.
• Encourage students to apply concepts to real-life problems and experiences.
The Biggs Study Process Questionnaire (Biggs et al., 2001) and the Lancaster
Approaches to Studying (Ramsden, 2003) can be administered to students to help
them explore whether they use deep or surface strategies. (Sources: Bacon and
Stewart, 2006; Donovan et al., 1999; Fry et al., 2003; Ramsden, 2003; Roediger
et al., 2002; Svinicki, 2004)
Work through students’ erroneous preconceptions. Learners tend to place new
material in the framework of what they already know about the subject. When new
material conflicts with students’ earlier understandings or beliefs, they may distort
the new information so that it fits into their existing framework. In structuring
your course and in providing feedback, ask yourself, What do my students know?
What don’t they know? What might they mistakenly believe they know? (Sources:
American Psychological Association, 1997; Dochy et al., 1999; Donovan et al.,
1999; Bransford et al., 2000; Linn, 2006; Pelligrino et al., 2001; Taber, 2001)
Assess what students know at the beginning of the term. What and how much
is learned in any situation depends on a student’s prior knowledge and experience.
Helping Students Learn
263
Devise diagnostic tests or other means to identify what students know about the
topic. (Sources: Dochy et al., 1999; Halpern and Hakel, 2003)
Present material in ways that are meaningful to students. Let students know what
they are expected to learn, and alert them to key points (“Now, this is really critical”).
Limit each course session to three or four key points. Similarly, to maximize retention
and retrieval, address fewer topics in greater depth over the term rather than cover
many topics superficially. Try to tailor your examples to your students’ interests and
backgrounds, and encourage students to relate a new topic to what they already
know. (Sources: American Psychological Association, 1997; Bacon and Stewart,
2006; Donovan et al., 1999; Erickson et al., 2006; Lowman, 1995; Svinicki, 2004)
Give students a framework within which to fit new information. Use outlines,
study guides, and other aids to help students see conceptual frameworks and systems.
Focus on key concepts, and use a vivid story or memorable example to illuminate
key concepts. Refrain from mentioning stray bits of data and details that may overwhelm or confuse students. (Sources: Bransford et al., 2000; Graesser et al., 2002)
Recognize that different students learn, think, and process information in different ways. Learning is a highly individual process. Because learning is based
on personal constructions of meaning, perceptions of the learning situation, and
prior experiences of learning, students vary in how they learn—and how long
they take to learn. These differences are more noticeable when the new information is abstract and complex rather than simple and concrete. Moreover, learners
do not make uniform progress. Sometimes students reach plateaus and their rate
of learning slows down. Research also suggests that men and women may differ in
“ways of knowing” and that women may respond better to certain types of learning strategies, such as small-group discussion and experiential learning activities.
(Sources: American Psychological Association, 1997; Belenky et al., 1986; Hayes
and Flannery, 2000; Prosser and Trigwell, 1999)
Helping Students Retain, Retrieve, and Apply Information
Emphasize the value of review. Studies suggest that within a matter of days
or weeks, students may forget up to half of the new material they have encountered if they do not continue to review that material. To help students retain key
concepts, encourage them to develop retrieval cues (such as mnemonics or visual
images). In class, reiterate important points throughout the semester. (Sources:
Bransford et al., 2000; Grasha, 1996)
264
Enhancing Students’ Learning and Motivation
Recognize that mental effort or concentration can be a limited resource.
Cognitive load theory hypothesizes that the mental effort people can devote to
challenging tasks is limited. If the demands of a task exceed available mental
effort, performance will suffer. A certain amount of mental effort is needed to
meet the cognitive demands of a task, and additional effort or capacity is needed
to reflect on and learn from that task. Students may be able to complete an activity but learn nothing from it; if they use all available mental effort to complete the
task, no spare effort will be available for learning the task.
Because of cognitive load, a more complex activity may be less effective for
learning than a simpler one. When information is new, complex, and challenging,
cognitive capacities of learners may be overwhelmed.
Help students’ mental efforts by managing cognitive load, providing sufficient
learning time, discriminating among core and tangential information, and recognizing that students may fail at tasks because of overwhelming cognitive load and not
because of lack of motivation or effort. (Sources: Chew, 2007; Clark et al., 2006)
Provide opportunities for active learning. Students learn by doing, writing, dis-
cussing, and other activities and situations that allow them to test what they have
learned and how thoroughly they understand it. The more opportunities students
have to restate or apply key concepts, the better they will be able to remember those
concepts. In a phrase: Don’t tell students when you can show them—and don’t
show them when they can show themselves. Ask students to summarize, paraphrase,
or generalize about important concepts through discussions, role playing, simulations, case studies, and written assignments. (Sources: American Psychological
Association, 1997; Lowman, 1995; Mentkowski and Associates, 2000)
Encourage cooperation and group work. Learning is enhanced by social inter-
action, as students build communities of practice, test their understanding, and
repeat and review material. Collaborative teamwork and projects undertaken
by heterogeneous groups encourage higher-order thinking and problem solving. (Sources: American Psychological Association, 1997; Pelligrino et al., 2001;
Ybarra et al., 2008)
Vary the context and conditions for learning and testing. Learning is generally
enhanced when learners encounter the same principles in a variety of contexts or
formats (for example, auditory, verbal, visual, and spatial presentations). Although
students may prefer solving homework problems that are exactly like those discussed in class, they are more likely to master the concepts if the problems are
different. (Sources: Bransford et al., 2000; Halpern and Hakel, 2003)
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Create opportunities for students to learn in the context of real - world
challenges. Real-world challenges reflect how knowledge is obtained and applied
in everyday situations—called situation learning. Examples of situation learning
include asking students to create archives of primary source materials on a particular topic, interview an individual for an oral history, or develop a marketing campaign for a nonprofit. (Sources: Anderson et al., 1996; Lave and Wenger, 1991)
Give students specific pointers. Frequent, immediate, and specific feedback
helps students learn, and most students increase their effort in response to praise
and encouragement. Focus your comments on one or two items at a time, helping
students see the destination, the path, and the next immediate steps. Constructive
criticism and evidence of progress will sustain students’ motivation to learn and
to persevere. (Sources: American Psychological Association, 1997; Hattie and
Timperley, 2007; Lowman, 1995; Weimer, 2002)
Give students opportunities for self-reflection. Self-beliefs (“I am terrible at
math”), emotions, and anxieties can interfere with learning. So can the misconception that learning simply “happens” without effort or perseverance. To the
extent possible, maximize students’ passion for the content and minimize their
anxieties. Some students may benefit from keeping a learning log (notes on what
and how they are learning) or a learning agenda (what they need or want to learn
and a plan of action). (Sources: Fink, 2003; Halpern and Hakel, 2003; Leamnson,
1999; Mentkowski and Associates, 2000)
Design tests that emphasize what you want students to learn. Studies show
that studying for frequent quizzes enhances students’ long-term retention. What
students remember (and what they forget) is also influenced by the kind of material that appears on tests. Cumulative tests—those that touch on all the topics
already covered in the course, not just the most recent ones—are extremely effective (though highly unpopular) because they require students to continually review
and integrate the course material. (Sources: Bacon and Stewart, 2006; Halpern
and Hakel, 2003; Roediger and Karpicke, 2006; Rohrer and Pashler, 2007)
Student Note Taking
Encourage students to take notes. Note taking increases students’ attention in
class and increases their performance on tests, although note taking can also
interfere with students’ efforts to understand the content. (Source: Piolat et al., 2005)
266
Enhancing Students’ Learning and Motivation
Researchers estimate that typical students record only about one-third of the
important ideas in a lecture (Kiewra, 2002). Try these strategies to facilitate better note taking by your students (adapted from Armbruster, 2000; Chew, 2007;
DeZure et al., 2001; Kiewra, 1987; Peverly et al., 2007; Titsworth, 2004):
•
•
•
•
Pace your speech to give students time to write.
Pause periodically to allow students time to assimilate and record information.
Provide an outline that alerts students to the organizational pattern.
Use cues to reinforce the organization of ideas: topics, definitions, examples,
applications, and the like.
• Flag key concepts and important ideas (“Be sure to highlight this concept”).
Some faculty ask students not to take notes for a segment of the class, for
example, when the instructor is working through a problem on the board. After
the demonstration, they give students five minutes to write down the example
and the solution.
Give students opportunities to review their notes during class. “Remember
when we discussed the Grand Unification Theory? You should have that in your
notes. What do you have written down?” Or stop five minutes before the session
ends and ask students to review their notes and highlight or underline key concepts. Some instructors tell their students which key points they should highlight.
(Source: Chew, 2007)
Give students pointers on how to take notes in your class. Some faculty advise
students in note-taking techniques such as these (adapted from Armbruster,
2000; Bjork, 2001; Helft, 2007; Kiewra, 1987; Peverly et al., 2007; Titsworth and
Kiewra, 2004):
•
•
•
•
Develop symbols or indents to distinguish major from minor points.
Leave blank spaces for material or points you don’t understand.
Wait until an idea has been presented in full before writing notes about it.
Paraphrase main ideas and concepts in your own words rather than writing
things down verbatim.
• Review webcasts or podcasts of lectures to fill in blanks in your notes.
One faculty member requires each student to sign up to take notes for one
class during the semester. With a large class, this provides multiple sets of notes
for each day. These notes are placed online so that all the students can see how
others have organized and interpreted the material.
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267
Distribute your notes. Some instructors post their own notes on the class Web site
for students to review before or after class. One effective method is to post an outline or
partial set of instructor’s notes before the class and encourage students to add to those
notes during class. Researchers report that students who receive partial notes perform
better on exams and earn higher course grades than students who receive a full set of
notes. However, students report that having a full set of instructor’s notes gives them
a measure of confidence about succeeding in the course. (Sources: Cornelius and
Owen-DeSchryver, 2008; Murphy and Cross, 2002; Vandehey et al., 2004)
Self-Regulated Learning
Help students become self-regulated learners. Self-regulated learners moni-
tor and manage their learning resources (such as time, study space), motivation,
and strategies. They set goals for increasing their knowledge, select appropriate
strategies, manage their efforts, respond to external feedback, and monitor the
cumulative effects of their practices. Self-regulated learners are aware of their
own knowledge, beliefs, motivations, and cognitive processing. (Sources: Pintrich,
2000; Schunk, 2004)
Give students choices. For self-regulation to occur, learners must have some
choice in their methods of learning, time spent studying, the setting where learning occurs, and so on. When learners have few choices, their behavior is externally
regulated rather than self-regulated. (Source: Zimmerman and Schunk, 2001)
Introduce the notion of metacognitive skills. Metacognition is the process of
reflecting on, regulating, and directing one’s cognitive processes. Studies have
shown that learners who monitor their own understanding have better recall
when they are tested. Help students learn how to explain concepts to themselves,
stay on task, note gaps in their comprehension, plan ahead, self-correct errors,
and apportion time and effort. (Sources: Bransford et al., 2000; Donovan et al.,
1999; Fink, 2003; Koriat and Helstrup, 2007; Pellegrino et al., 2001)
Provide frequent assessments and pointers. When an instructor provides frequent assessments and feedback, students can better monitor their progress,
become aware of what they do not know, and determine whether their learning
strategies are working. Feedback clarifies the standards for good performance,
which helps students identify the strengths and weaknesses of their own work.
(Sources: Bransford et al., 2000; Butler and Winne, 1995; Kruger and Dunning,
1999; Nicol and Macfarlane-Dick, 2006)
268
Enhancing Students’ Learning and Motivation
Helping Students Develop Effective Learning Strategies
Give advice on how to study and learn. Unfortunately, few students have
been taught how to study (Gardiner, 1998). You can help your students become
self - regulated learners by coaching them on how to improve their reading
comprehension and retention, how to take notes, how to participate in class discussions, and how to study for tests. Most students can benefit from the following
strategies (adapted from Bjork, 2001; Rohrer and Pashler, 2007):
• Divide up the material to be studied. Research shows that reading five to seven
pages of a text each day is better than reading the entire chapter a day or two
before the test.
• Organize the information. Summarizing key points or generating new examples leads to better long-term retention than reading passively.
• Generate questions about the material as a way of focusing study efforts and
identifying what is known and what is not known.
• Form a study group. Students benefit from hearing other points of view and
from seeing how others organize the material.
• Practice by saying ideas aloud, making mental pictures of ideas, and associating new knowledge with something familiar.
• Schedule a series of study sessions rather than cramming right before a test.
• Avoid overlearning. Time spent studying material that has already been mastered
is an inefficient strategy for long-term retention. Once students have mastered
the content (achieved one perfect run-through), it is more effective for long-term
retention to review concepts and materials learned weeks or months earlier.
• Balance study with sleep, healthy meals, and exercise.
• Seek help from teachers, tutors, and other students.
Structure assignments to encourage realistic planning and minimize
procrastination. Left to their own devices, most students do not take
advantage of long deadlines: if you assign a term paper in the fifth week of a
fifteen-week semester, the typical student will spend five weeks, not ten, on the
project (Ackerman and Gross, 2005). In addition, students tend to greatly underestimate how long an academic task will take. Here are some strategies to discourage procrastination and facilitate realistic planning (adapted from Ackerman and
Gross, 2005; Buehler et al., 2002; Wolters, 2003):
• Devise assignments that appeal to students’ interests, professional aspirations,
and desire to participate in real-world situations.
• Give students a choice of assignments.
Helping Students Learn
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• Provide clear instructions on how to get started and how to proceed. Students
who are confused about what is expected are more likely to procrastinate.
• Break large tasks into parts, and set deadlines for each part. Show students
how to turn assignments into manageable chunks that require about an hour’s
work on any given day.
• Help students set reasonable expectations about the amount of effort needed
to complete a task.
• Encourage students to generate their own schedules for finishing the assignment.
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Schmidt, J. A., and Davidson, M. L. “Helping Students Think.” Personnel and Guidance Journal,
1983, 61(9), 563–569.
Schunk, D. H. Learning Theories: An Educational Perspective. (4th ed.) Upper Saddle River, NJ:
Pearson Merrill Prentice Hall, 2004.
Svinicki, M. D. Learning and Motivation in the Postsecondary Classroom. Bolton, MA: Anker, 2004.
Taber, K. S. “The Mismatch between Assumed Prior Knowledge and the Learner’s
Conceptions: A Typology of Learning Impediments.” Educational Studies, 2001, 27(2),
159–171.
Tiberius, R. G. Small Group Teaching: A Trouble-Shooting Guide. London: Kogan Page, 1999.
Titsworth, B. S. “Students’ Notetaking: The Effects of Teacher Immediacy and Clarity.”
Communication Education, 2004, 53(4), 305–320.
Titsworth, B. S., and Kiewra, K. A. “Spoken Organizational Lecture Cues and Student
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Vandehey, M. A., Marsh, C. M., and Diekhoff, G. M. “Providing Students with Instructors’
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32(1), 49–52.
Weimer, M. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-Bass,
2002.
Wolters, C. A. “Understanding Procrastination from a Self-Regulated Learning Perspective.”
Journal of Educational Psychology, 2003, 95(1), 179–187.
Ybarra, O., Burnstein, E., Winkielman, P., Keller, M. C, Manis, M., Chan, E., and
Rodríguez, J. “Mental Exercising through Simple Socializing: Social Interaction
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34(2), 248–259.
Zimmerman, B. J., and Schunk, D. H. (Eds.). Self-Regulated Learning and Academic Achievement:
Theoretical Perspectives. (2nd ed.) Mahwah, NJ: Erlbaum, 2001.
30
Learning Styles and
Preferences
The concept of learning styles derives from the observation that individuals
have characteristic and preferred ways of gathering, interpreting, organizing, recalling, and thinking about information. Some learners prefer to work
independently, while others do better in groups. Some prefer to absorb information by reading; others like hands-on experimentation. No one style of learning
has been shown to be more effective than any other.
Researchers disagree about the value and utility of the various models
and theories of learning styles. Some argue that the models have little practical application (Kratzig and Arbuthnott, 2006; Leamnson, 1999); others cite
data showing that educators can increase students’ academic performance by
focusing on learning styles (Dunn and Griggs, 2000).
For college faculty, the concept of learning styles serves as a useful
reminder that both students and instructors may benefit from expanding their
repertoire of cognitive strategies and processes. For example, instructors with
strong analytic styles may want to also present explanations that will satisfy
students whose styles are more intuitive and inductive. Instructors with predominantly intuitive styles may want to think about incorporating material
that will meet their analytic students’ preferences for definition and structure.
Keep in mind that styles of learning do not make nearly as much difference in
student achievement as do students’ prior knowledge, skills and abilities, and
motivation (McKeachie, 1995).
General Strategies
Vary your teaching methods, assignments, and learning activities. Experiment
with different modes of presentation: lectures, discussion, reading assignments,
audiovisual materials, and hands-on activities. Give students opportunities to do
group work as well as to work alone. Try to provide options for assignments:
written papers, oral reports, and multimedia portfolios. (Sources: American
Psychological Association, 1997; Chism et al., 1989; Sarasin, 2006)
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Give exams that call on different cognitive skills. For example, a midterm
might include questions that ask for specific information (recall) and questions
that require focused analysis (compare and contrast) as well as short-answer
items that call for problem solving or the practical application of theoretical principles. (Source: Claxton and Murrell, 1987)
Encourage students to value different learning styles and orientations. Students
may prefer to work with classmates whose learning styles are similar to their own,
but some research suggests that students may gain useful insights from working
with a variety of learners. Other research posits that learning styles may be related
to cultural norms. For example, students from cultures that value the group may
have a preference for collaborative learning environments. (Sources: Anderson,
1988; Bonham, 1989; Irvine and York, 1995; Nisbett, 2003; Sánchez, 2000)
Models of Learning Styles
Taxonomy of models. Cassidy (2004) summarizes attempts to simplify and cat-
egorize dozens of models of learning styles. He also critiques various self-report
questionnaires that measure learning style. Four models of learning styles are
briefly described here.
Kolb’s learning styles. Kolb (1984) identifies four types of learners:
• Convergers rely on abstract conceptualization and active experimentation;
they like to find concrete answers and move quickly to find solutions to
problems; they are good at defining problems and making decisions.
• Divergers use concrete experience and reflective observation to generate a
range of ideas; they excel at brainstorming and imagining alternatives.
• Assimilators rely on abstract conceptualization and reflective observation;
they like to assimilate a wide range of information and recast it into a concise logical form; they are good at planning, developing theories, and creating
models.
• Accommodators are best at concrete experience and active experimentation; they
often use trial-and-error or intuitive strategies to solve problems; they tend to
take risks and plunge into problems.
In terms of classroom activities, convergers tend to prefer solving problems
that have definite answers. Divergers may benefit more from discussion groups
and working collaboratively on projects. Assimilators would feel most comfortable
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observing, watching role plays and simulations in class, and then generating concepts. Accommodators may prefer hands-on activities.
Visual, aural, read/write, kinesthetic (VARK). The VARK model posits four
principal modalities for taking in information: visual, aural, reading and writing,
and kinesthetic (hands-on manipulation). Individuals are assumed to have one predominant style for learning new information (Fleming and Mills, 1992), although
styles may vary by task and situation, and preferences may blur over time. In terms
of teaching strategies, an instructor might want to combine visual representations
(diagrams, flow charts), auditory activities (lectures, debates), reading and writing
assignments, and kinesthetic activities (role playing and field trips).
Multiple intelligences. Gardner (1999) discusses eight types of intelligence:
verbal-linguistic, mathematical-logical, musical, visual-spatial, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalistic. Most people are stronger in one or
two types of intelligence and weaker in others. Traditional college courses tend to
emphasize verbal-linguistic and mathematical-logical thinking. To enhance learning, instructors are encouraged to combine strategies that tap the other intelligences,
for example, by using narrative, music, role playing, free writing, and pair work.
Thinking styles. Sternberg (1997) relates thinking styles to intellectual selfgovernment: legislative thinking is aimed at creating and formulating, executive
thinking at implementation, and judicial thinking at evaluation and judgment.
Sternberg’s model describes four types of thinkers: monarchic thinkers prefer to
do one task at a time; hierarchic thinkers like to deal with many tasks but recognize
some as more important than others; oligarchic thinkers are comfortable dealing
with many tasks but have trouble setting priorities; and anarchic thinkers take a random approach to tasks and dislike constraints. According to Sternberg, individuals
have a preferred style but also combine different styles to meet specific situations.
Helping Students Recognize Their Learning
Styles and Preferences
Explain the value of knowing about learning styles. The concept of learning
styles may help your students understand their own learning processes, identify
their learning needs, develop new learning behaviors, analyze what successful
learners do, and learn more effectively. In this spirit, you might ask students to
notice what actions they take when they are trying to learn something. For example,
when trying to learn a new software application, do they read the manual? learn
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through trial and error? ask someone to show them? You could also ask students
to think about what kinds of learning activities they find most rewarding and what
kinds they most dread. (Sources: Erickson et al., 2006; Sims and Sims, 1995)
Refer interested students to self-scored surveys. Students can identify their
strengths and weaknesses by using such on line inventories as VARK (www
.vark-learn.com), the Motivated Strategies for Learning Questionnaire (www.ulc.
arizona.edu), or Kolb’s Learning Style Inventory (Duff, 2004). Let students know that
these questionnaires are not intelligence tests of any kind: they are intended only to help
students become more aware of how they learn. Advise students to ignore any
results that do not ring true to their own judgments of how they learn best.
Administer a checklist. Researchers have developed checklists that students
can complete to help them understand how they have learned a specific skill
or domain of knowledge. Checklist items include the amount of time spent on
learning, the motivation for learning, the learning processes employed (doing,
observing, practicing), and the cognitive processes used (analyzing information,
using rules to guide thinking, and forming principles). (Source: Grasha, 1990)
References
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Bonham, L. A. “Using Learning Style Information,” Too. In E. Hayes (Ed.), Effective Teaching
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Duff, A. “A Note on the Problem Solving Style Questionnaire: An Alternative to Kolb’s
Learning Style Inventory.” Educational Psychology, 2004, 24(5), 699–709.
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A Test of the Hypothesis.” Journal of Educational Psychology, 2006, 98(1), 238–246.
Leamnson, R. Thinking about Teaching and Learning: Developing Habits of Learning with First Year
College and University Students. Sterling, VA: Stylus, 1999.
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Sánchez, I. M. Motivating and Maximizing Learning in Minority Classrooms. New Directions for
Community Colleges, 2000, 28(4), 35–44.
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Sternberg, R. J. Thinking Styles. New York: Cambridge University Press., 1997.
31
Motivating Students
Some students seem naturally enthusiastic about learning, but many need—or
expect—their instructors to inspire, challenge, and stimulate them. Whatever level
of motivation your students bring to the classroom will be transformed, for better
or worse, by what happens in that classroom.
Unfortunately, there is no single formula for motivating students. Many factors affect students’ motivation to study and learn (Brophy, 2004; Svinicki, 2004;
Wlodkowski, 1999): interest in the subject matter, perception of its usefulness,
general desire to achieve, self-confidence and self-esteem, as well as patience and
persistence. And, of course, not all students are motivated by the same values,
needs, desires, or wants. Some of your students will be motivated by winning the
approval of others, some by overcoming challenges, some by achieving mastery,
and some by obtaining good grades.
To encourage students to become self-motivated learners, research suggests
that instructors use the following strategies:
• Give frequent, early, positive feedback that supports students’ beliefs that they
can do well.
• Ensure opportunities for students’ meaningful success by assigning tasks that
are neither too easy and fail to challenge them nor too difficult and overwhelm
them.
• Communicate personal interest in students by calling them by name, initiating
conversations with them before or after class, asking questions during class, and
referring to “our” class.
• Use teaching strategies that engage and actively involve students.
• Help students find personal meaning and value in the material.
• Create a classroom environment that welcomes the successes and accepts the
stumbles and failures that accompany learning.
• Help students feel that they are valued members of a community of responsible learners.
(Sources: Barron and Hulleman, 2006; Benson and Cohen, 2005; Bligh, 2000;
Covington, 1997; Cross, 2001; Lowman, 1995; Sleigh et al., 2002; Theall,
1999; Wilson, 2006)
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Good everyday teaching practices can do more to counter student apathy
than special efforts to affect motivation directly. Most students respond positively
to a well-organized course taught by an enthusiastic instructor who has a genuine
interest in students and what they learn. Thus, activities you undertake to promote learning will also enhance students’ motivation.
General Strategies
Be enthusiastic about your subject. An instructor’s enthusiasm is a crucial factor
in student motivation. If you seem bored or apathetic, students will lose interest
and momentum. Think back to what attracted you to the field and bring those
aspects of the subject to life for your students. If portions of the material seem
dull to you, challenge yourself to devise the most exciting way to present that
material.
Address students’ basic needs and desires. Students’ needs and desires include
succeeding in a task or activity, perfecting skills, overcoming challenges, acquiring
competency, having new experiences, feeling involved, and interacting with other
people. Satisfying such needs is rewarding in itself, and such intrinsic rewards
sustain learning more effectively than grades do. Design assignments, in-class
activities, and discussion questions that tap these dimensions. (Source: McMillan
and Forsyth, 1991)
Create opportunities for active participation. Passivity dampens students’ moti-
vation and curiosity. Students learn by doing, making, writing, designing, creating,
and solving. See Chapter 9, “Leading a Discussion”; Chapter 18: “Encouraging
Student Participation in the Large-Enrollment Course”; and Part V, “Alternatives
and Supplements to Lectures and Discussion.”
Hold high but realistic expectations for your students. Research has shown that
an instructor’s expectations have a powerful effect on students’ performance. If
you treat your students like motivated, hardworking, and independent learners,
they are more likely to behave that way. Try to set standards that are high enough
to motivate students to do their best but not so high that students will feel that the
goals are beyond their abilities. Students need to believe that meaningful achievement is within their grasp, and they need early opportunities for success. (Sources:
American Psychological Association, 1992; Bligh, 2000; Cross, 2001; Forsyth and
McMillan, 1991; Lowman, 1995)
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Starting the Term on a Positive Note
Tell students what they need to do to succeed in your course. Assure students
that they can do well in your course, and tell them what they must do to succeed:
“If you can handle the examples in the problem sets, you can pass the exam. People
who have trouble with these examples can ask me for extra help.” To a student who
is behind, point the way forward: “Here is one way you could go about learning
the material. How can I help you?” (Sources: Cashin, 1979; Tiberius, 1999)
Help students set achievable goals for themselves. Encourage students to focus
on their continuing improvement, not on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their
own work, analyze their strengths, and address their weaknesses. (Sources: Cashin,
1979; Cross, 2001; Forsyth and McMillan, 1991)
Avoid stoking competitive drives. A dash of competitive spirit may motivate
some students, but strenuous competition produces anxiety, which can interfere
with learning. Set a constructive tone by refraining from public criticism of students’ performance and from comments or activities that pit students against
each other.
Maintaining Motivation throughout the Term
Build on students’ strengths and interests. Find out why students enrolled in
your course and try to incorporate examples and case studies that relate to students’ interests and experiences. For instance, a chemistry professor might devote
some class time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course can help
students achieve their educational, professional, or personal goals.
When possible, give students choices. Give students options on term papers or
assignments, let them decide between two locations for the field trip, or have them
select which topics to explore in greater depth. Choosing among alternatives gives
students the opportunity to develop skills in regulating their own learning: planning what to do, setting goals, monitoring their performance, and reflecting on
their actions. (Sources: Cashin, 1979; Cross, 2001; Lowman, 1995; Young, 2003)
Increase the difficulty of the material as the semester progresses. Give students
opportunities to succeed at the beginning of the semester and then gradually
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281
increase the level of difficulty. If assignments and exams include easier and harder
questions, every student will have a chance to experience success as well as challenge. (Source: Cashin, 1979)
Vary your teaching methods. Variety reawakens students’ involvement in the course
and their motivation. Break the routine with a session of role playing, debating,
brainstorming, field experience, demonstrations, case studies, or a guest speaker.
Ask students to explore their motivations. Suggest that students complete an
online survey, such as the Motivational Strategies for Learning Questionnaire
(MSLQ), developed at the University of Michigan. A short version is available
on the University of Arizona Web site: www.ulc.arizona.edu/quick_mslq.php.
Students receive scores on their goal orientation, beliefs about control, selfefficacy, and other items. (Source: Duncan and McKeachie, 2005)
De-emphasizing Grades
Emphasize the intrinsic rewards of learning. Research shows that motivation is
undermined when students are striving for extrinsic rewards, such as grades, rather
than intrinsic rewards, which include mastery, self-expression, conquering challenges,
personal growth, and meaningful discovery. In addition, students who are motivated
by intrinsic rewards tend to process course content at a deeper level, persist longer in
learning situations, and show more interest in coursework than students who are motivated by grades. Instructors can stress the personal satisfaction that comes from mastering material and course content, help students measure their progress, and praise
and reward students for making good progress. (Sources: Barron and Hulleman,
2006; Brophy, 2004; Covington, 1997; Deci and Ryan, 2002; Lowman, 1995)
Design tests that encourage the kind of learning you want students to
achieve. Many students will learn whatever is necessary to get the grades they
desire. If you base your tests on memorizing details, students will focus on
memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study. (Source:
McKeachie and Svinicki, 2006)
Avoid using grades as threats. The threat of low grades may prompt some
students to work hard, but other students may resort to academic dishonesty,
excuses for late work, and other counterproductive behavior. (Source: McKeachie
and Svinicki, 2006)
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Offering Feedback and Advice
Give students feedback as quickly as possible. Return tests and papers promptly,
give students advice on how to improve, and reward success publicly and immediately. Rewards can be as simple as saying a student’s response was good, with an
indication of why it was good: “Ling-Chi’s point about pollution really synthesized the ideas we had been discussing.” (Source: Cashin, 1979)
Use praise judiciously. Both positive and negative comments influence motiva-
tion, but research indicates that students can be particularly affected by specific
positive comments. If a student’s performance is weak, offer a comment that
expresses your belief in the student’s capacity to improve and succeed over time.
Keep your comments focused on the task at hand rather than shifting the student’s
attention to self, which can distract from learning. (Sources: Cashin, 1979; Cross,
2001; Shute, 2008)
Try to cushion negative comments. Criticism is a very powerful stimulus. When
you identify a student’s weakness, make it clear that your comments relate to a
particular task or performance, not to the student as a learner or as a person.
Offset negative comments with a compliment about aspects of the task in which
the student succeeded. Avoid offhand or joking remarks that may hurt students’
feelings. (Source: Cashin, 1979)
Give feedback to enhance student learning. A body of research has shown ways
that instructors can make feedback more effective (adapted from Shute, 2008):
• Focus on the task, not the learner.
• Provide guidance in manageable chunks so as not to overwhelm students, giving only enough information to help them and no more.
• Give comments in writing rather than in person.
• Emphasize learning rather than performance by acknowledging the role mistakes play in the learning process.
• Avoid normative comparisons with other students.
• Give both immediate feedback (to fix errors in real time) and delayed feedback
(to encourage transfer of learning).
Specific Tasks: Motivating Students to Do the Reading
Establish norms early in the term. On average only about one-third of your
students will have completed the reading on any given day. Set expectations and
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hold students accountable for doing the required reading in a timely fashion.
If you do not in some way monitor whether students complete the reading, some
students will conclude that the reading is of little consequence. (Source: Burchfield
and Sappington, 2000)
Give students guidance on how to read the assignment. Discuss appropriate
reading strategies for your field: how to approach the material, the importance of
distinguishing major points from minor details, and so on. Your campus probably
has resources to help students develop their critical reading skills; or you can refer
students to materials developed at Dartmouth (“Reading Textbooks Effectively”)
or Stanford (“Reading Efficacy”), available on the university Web sites by searching for the title. Bean (1996) and Erickson, Peters, and Strommer (2006) also offer
tips on helping students get the most from the assigned reading.
Assign the reading and the study questions at least two sessions in
advance. Give students ample time to prepare, and give them study questions
that highlight the key points. Try to pique students’ curiosity about the reading:
“This article is one of my favorites, and I’ll be interested to see what you think
about it.” (Source: Lowman, 1995)
Ask students to prepare questions based on the reading. As class size permits,
have students turn in two index cards, each of which contains a question and their
name. Randomly redistribute the cards in class and call on a student to read the
question from the card, indicate who wrote it, and attempt to answer it; then open
the floor to comments from others. (Source: Martin, 2000)
Give a graded assignment on the reading. Ask students to prepare written
responses to questions you pose about the reading and turn in their responses for
credit or for extra credit. (Source: Uskul and Eaton, 2005)
Allow students to create “survival cards” that they can use during exams. At
the start of each class, a professor in the physical sciences asks students to submit a
three-by-five card that contains an outline, definitions, key ideas, or other material
from the day’s assigned reading. After class, he checks the cards and stamps them
with his name. At a class session before the midterm, he returns the cards to students and allows them to add material, but they cannot submit additional cards.
The students hand in their cards, and the professor distributes them to students
during the midterm. This faculty member reports that this technique encouraged
90 percent of his students to complete all the reading. Another professor uses
five-by-eight cards and gives students one point of extra credit for each card they
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submit as well as allowing students to use the cards during the exam. This faculty
member reports that about one-third of the class ended up with higher grades as
a result. (Sources: Carkenord, 1994; Daniel, 1988)
Give frequent quizzes. Quizzes can prompt students to keep up with the reading
and motivate students to attend class. In addition, frequent quizzes give students
practice in test taking, which helps minimize anxiety and can lead to improved
final exam performance. Quizzes also give you and your students a sense of
how well they are learning the material and what topics are especially difficult.
Students report that they are more likely to do the reading if they expect they will
be quizzed. To ameliorate student anxiety about frequent testing, some instructors
treat quizzes as opportunities for extra credit. (Sources: Kouyoumdjian, 2004;
Marchant, 2002; Narloch et al., 2006; Thorne, 2000)
Specific Tasks: Motivating Students to Attend Class
Be realistic about student attendance. Student absenteeism is, unfortunately,
common across colleges and universities. Research from the early 1990s showed
that on any given day about one-third of the enrolled students do not show up
for class (Romer, 1993). While there have been no comparable recent studies,
faculty anecdotally report that half the class may be absent at various times during the term. Some faculty are deeply pained when students skip class, taking it
personally, as a sign of disrespect to the instructor and other students. For them,
classroom dynamics, climate, and intellectual exchanges are diminished when
significant numbers of students are absent. Other faculty are not particularly
bothered by disappearing students and teach enthusiastically to whoever shows
up. How you personally feel about student attendance will affect steps you might
take to address this issue.
Understand factors that affect student attendance. Researchers have surveyed
students and identified the variables that appear related to attendance (Brewer
and Burgess, 2005; Dolnicar, 2001; Fjortoft, 2005; Friedman et al., 2001; Gump,
2005; Moore, 2005; Rocca, 2003):
• GPA (students with better academic records attended class more
regularly)
• elective versus required courses (students in elective courses attend more
regularly)
• size of class (the smaller the class, the more likely students are to attend)
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285
• type of teaching method (attendance tends to be lowest in lecture courses)
• personal qualities of the instructor (students are more likely to attend the
classes of instructors they view as “friendly and approachable,” “open to
feedback and criticism,” “respectful toward students,” and “knowledgeable
about students’ names and interests” according to Friedman et al. (2001)
In contrast, the following factors do not appear to significantly affect attendance: student’s age or year in school, student’s employment status, student’s
residence (on or off campus), student’s course load, and schedule of the class (time
of day or days of the week). Popular reasons for skipping class include “I had to
study for an upcoming test in another class”; “I had to run personal errands”;
“I was too tired and needed to sleep”; “I didn’t do the homework”; and “Class
is useless.”
Administer a brief survey to students about their attendance. If attendance
is a concern for you, find out why students skip class by administering a brief
online survey (if you administer the questionnaire in class, you will miss those
who are absent). Sample questions can be found in Sleigh, Ritzer, and Casey
(2002); Friedman, Rodriguez, and McComb (2001); and Woodfield, Jessop, and
McMillan (2006).
Consider whether webcasting and podcasting might affect attendance.
Research to date has provided little evidence that the availability of recorded
lectures has any effect on learning outcomes or student performance, but some
faculty believe that webcasting and podcasting contribute to student absenteeism.
If students can access the same material online, they argue, doesn’t that undermine their motivation to attend class? Working from that premise, some faculty
limit their online posting to outlines or notes, saving details and examples for class.
Others delay making webcasts or podcasts available for 24 or 48 hours. Students,
however, tend to see webcasts as tools for review rather than as a replacement
for attending class, although a small number of students indicate the availability
of recorded lectures might make them more likely to miss class. (Sources: Deal,
2007; Grabe and Christopherson, 2008)
Explain the value of attending class. Share with students the body of research
on attendance and academic performance: studies consistently show that students who regularly attend class earn higher course grades than students who
regularly miss class. Appeal to students’ sense of responsibility to their peers:
students are part of a community of learners and by attending class regularly they
can help the community flourish. Some faculty read to students Tom Wayman’s
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Enhancing Students’ Learning and Motivation
wonderful poem “Did I Miss Anything?” (www.loc.gov/poetry/180/013.html).
(Sources: Clump et al., 2003; Durden and Ellis, 1995; Gump, 2005; Launius,
1997; Marburger, 2001; Romer, 1993)
Do not assume that mandating attendance will solve the problem. Making
attendance mandatory is unlikely to help students become self-motivated learners.
More effective is the use of active learning strategies, open and engaging interpersonal interactions, and reminders throughout the term about the importance
of attendance. Let students know that what happens in class can’t be duplicated
elsewhere. Try to make every class a unique, not entirely predictable learning
experience. (Sources: Moore, 2005; St. Clair, 1999)
But take attendance. The act of taking attendance itself tends to increase the
number of students who show up for each class and improves students’ overall
academic performance. When you take attendance, let students know that attendance records will not enter into your calculation of students’ grades. (Source:
Shimoff and Catania, 2001)
Experiment with specific incentives for attendance. Some faculty report success
with the following techniques (adapted from POD and PsychTeacher listservs):
• Offer an extra-credit assignment to be completed outside of class on days that
attendance is poor; students sign up during class to be allowed to submit the
extra-credit assignment.
• Give one or two short for-credit assignments that can be done only in class.
• As class size permits, announce that at the end of the term you will ask each student to name two or three students whose class participation most contributed
to their learning, and that students will receive credit for being nominated.
• Let students know the exams will contain material mentioned only in class.
• Give test hints at the end of randomly selected classes and do not let students know when that will be; give these hints after webcasting or podcasting
concludes.
• Collect and return homework in class.
• Use personal response systems (“clickers”) to engage students and monitor
attendance.
• Ask students to complete two questions at the end of selected sessions and give
two or three points of credit:
• What was the most important thing you learned in class today?
• What was something new you learned in class today?
• What questions do you have as a result of today’s class?
Motivating Students
287
• Make some handouts available only in class and not online.
• Capitalize on the social nature of learning by undertaking activities that
students cannot duplicate by viewing the webcast—for example, pair work
or question-and-answer sessions.
But temper your expectations about incentives. Some studies show that certain individual traits such as conscientiousness influence student attendance more
than incentives. Since conscientiousness is not amenable to external influence,
incentives may have little impact on whether students attend your class. (Source:
Conrad, 2004)
References
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Barron, K. E., and Hulleman, C. S. Is There a Formula to Help Understand and Improve
Student Motivation? Essays from E-xcellence in Teaching. Vol. 6. Society for the Teaching of
Psychology, 2006. http://list.kennesaw.edu/archives/psychteacher.html
Bean, J. C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active
Learning in the Classrooms. San Francisco: Jossey-Bass, 1996.
Benson, T. A., and Cohen, A. L. “Rapport: Its Relation to Student Attitudes and Behaviors
Toward Teachers and Classes.” Teaching of Psychology, 2005, 32(4), 237–239.
Bligh, D. A. What’s the Use of Lectures? San Francisco: Jossey-Bass, 2000.
Brewer, E. W., and Burgess, D. N. “Professor’s Role in Motivating Students to Attend Class.”
Journal of Industrial Teacher Education, 2005, 42(3), 23–47.
Brophy, J. Motivating Students to Learn. (2nd ed.) Mahwah, NJ: Erlbaum, 2004.
Burchfield, C. M., and Sappington, J. “Compliance with Required Reading Assignments.”
Teaching of Psychology, 2000, 27(1), 58–60.
Carkenord, D. M. “Motivating Students to Read Journal Articles.” Teaching of Psychology,
1994, 21(3), 162–164.
Cashin, W. E. “Motivating Students.” Idea Paper, no. 1. Center for Faculty Evaluation and
Development in Higher Education, Kansas State University, 1979. http://www.idea.kstate.edu/resources/index.html
Clump, M. A., Bauer, H., and Whiteleather, A. “To Attend or Not to Attend: Is That a Good
Question?” Journal of Instructional Psychology, 2003, 30(3), 220–224.
Conrad, M. A. “Conscientiousness Is Key: Incentives for Attendance Make Little Difference.” Teaching of Psychology, 2004, 31(4), 269–272.
Covington, M. V. A Motivational Analysis of Academic Life in College. In R. P. Perry and
J. C. Smart (Eds.), Effective Teaching in Higher Education: Research and Practice. New York:
Agathon Press, 1997.
Cross, K. P. “Motivation: Er . . . Will that Be on the Test?” The Cross Papers, no.5. Mission
Viejo, CA: League for Innovation in the Community College, 2001.
Daniel, J. W. “Survival Cards in Math.” College Teaching, 1988, 36(3), 110.
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Deal, A. “Podcasting.” A Teaching with Technology White Paper. Carnegie Mellon University,
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Deci, E. L., and Ryan, R. M. The Paradox of Achievement: The Harder You Push, the
Worse It Gets. In J. Aronson (Ed.), Improving Academic Achievement: Impact of Psychological Factors on Education. San Diego: Academic Press, 2002.
Dolnicar, S. “Should We Still Lecture or Just Post Examination Questions on the Web? The
Nature of the Shift towards Pragmatism in Undergraduate Lecture Attendance.” Quality
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Duncan, T. G., and McKeachie, W. J. “The Making of the Motivated Strategies for Learning
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32
Informally Assessing
Students’ Learning
Rather than waiting to see how students perform on a test, you can use informal
methods to ascertain what and how well your students are learning, and you can
take advantage of this information to shape further instruction. The techniques
described in this chapter, also called “formative assessment” (Shepard, 2006), will
help you determine the following information (adapted from National Research
Council, 1997):
•
•
•
•
•
what your students know about a topic
whether students are motivated to learn the material
whether students have understood the main points you were trying to convey
whether students are prepared for class
what problems your students are having with the material
A review of over 250 studies shows conclusively that using formative assessment strategies, and making adjustments in instruction as a result, can significantly improve student learning (Black and Wiliam, 1998).
As you experiment with these techniques, try to find a balance: if you use them
too often, students may feel (rightly or wrongly) that these assessments are taking
time away from—rather than contributing to—their learning and studying.
Checking Students’ Understanding: Written Responses
Ask students to write a one-minute paper. Davis, Wood, and Wilson (1983)
describe a technique developed by UC Berkeley physics professor Charles
Schwartz in the late 1970s and popularized by Angelo and Cross (1993). At the
end of a class period, ask your students to write for a minute or so on two questions: What is the most significant thing you learned today? and What question
is uppermost in your mind at the end of today’s class? These papers, submitted
anonymously, will indicate how well you have conveyed the material and how you
might structure your presentation for the next class meeting.
290
Informally Assessing Students’ Learning
291
A variation used by a Harvard statistics professor asks students, “What was
the muddiest point in my lecture today?” Other questions: What was most surprising or unexpected about today’s session? At what point this past week were
you most engaged in the class or the material? What is helping you learn in this
class? What is making learning difficult?
Some faculty use the minute paper during class in order to stimulate discussion or break up a lecture. Research shows that the use of minute papers enhances
students’ performance on exams. (Sources: Angelo, 1991; Angelo and Cross, 1993;
Chizmar and Ostrosky, 1998; Davis et al., 1983; Mosteller, 1989; Stead, 2005)
Use reaction cards. In small- or medium-sized classes, distribute index cards to
students at the beginning of class and ask them to put their name on the card and
to write a comment sometime during the class session. Comments may include
responses to questions you pose or a student’s questions or observations about any
aspect of the class. Tell the students that you will collect the cards at the end of
the hour, write a brief response at the bottom of each card, and return the cards
at the next session. Both instructors and students report that reaction cards are
useful for identifying content problems and monitoring student learning. (Source:
Costello et al., 2002)
Ask students to list key concepts or ideas. At the conclusion of a series
of sessions or readings on a topic, ask students to write or post online short
phrases summarizing three to five key concepts or main ideas about the topic.
Review these lists to verify whether your students have grasped the important
ideas. You may want to initiate a class discussion that asks students to compare
their entries or to define and apply the concepts. (Source: Angelo and Cross,
1993)
Ask students to give definitions or applications for difficult concepts. During
the last ten minutes of class, ask students to complete the following or similar
statements:
• As I understand it, the main idea [or concept or point] of today’s session was . . . .
• A good example of an application of this idea is . . . .
• The main point of today’s session was most closely related to the following
concepts, processes, events, or things: . . . .
(Source: Lancaster, 1974)
Ask students to write an exam question. At the end of a unit, ask students to
write an exam question (in the format you specify) for extra credit. In addition
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to giving you a sense of how well your students understand the material, these test
questions will also give you ideas for constructing your exams.
Ask students to provide a closing summary. At the end of a session, ask students, individually or in pairs, to write a very brief summary of the main ideas
covered in class. Or at the beginning of class, ask students to summarize the main
ideas from the previous class or the reading and to write one question they expect
to be answered during class.
Ask students about the midterm. Append one or two questions to the end of the
midterm or ask students to respond at the next class session to these topics:
•
•
•
•
•
their readiness for the exam
which test questions were most difficult and why
what may have prevented them from achieving a higher score
how well the exam helped them learn the material
what they plan to do differently in studying for the next exam
Ask students to write a microtheme. A microtheme is a composition that can fit
on a five-by-eight notecard. Some instructors grade these; others duplicate some
of the best to hand out for class discussion. Some suggestions for microtheme
assignments (adapted from Bean et al., 1982):
Summary microtheme. Summarizing an article in a few sentences requires students to identify the main and subordinating ideas. Summary microthemes
can be particularly useful when the class is studying conflicting views.
Thesis-support microtheme. Ask students to choose one of the alternative propositions for an issue and to muster facts in support of their position. Two
examples:
• Random portfolio diversification (is/is not) more reliable than selective
diversification.
• Mutual fund performance (is/is not) superior to the average investor’s
performance.
Data-provided microtheme. Present students with a set of data and ask them to
explain changes and trends. For example: Imagine an audience that has
not seen this table. Explain to them the changes in birth and death rates in
the United States in the twenty-first century. Be engaging, informative, and
accurate.
Quandary-posing microtheme. Ask students to explain a given problem to someone
who knows little or nothing about the subject. For example, answer the following letter as clearly as you can. If you use physics terms, you must define them.
Informally Assessing Students’ Learning
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Dear Dr. Science: My girlfriend and I were at a baseball game and someone
hit a pop fly. My girlfriend said that when the ball stopped in midair just before
it started back down, its velocity was zero, but its acceleration was not zero.
I said she was wrong. If something isn’t moving at all, how could it have any
acceleration? Which of us is right?
Ask students to keep a dynamic list of questions. As a short homework assign-
ment, ask students to write a list of questions that they hope to be able to answer
by the end of the class period. During class, students cross off the questions that
are answered and add new questions that arise. At the end of class they turn in
their lists, which will give you a snapshot of students’ preparation, learning during
the session, and unanswered questions. (Source: George and Cowan, 1999)
Have students document how they solve a problem. As part of a homework
assignment, ask students to write a short paragraph or two about the method
they used a solve a problem. As needed, offer your students pointers about how
to clearly explain their process.
Checking Students’ Understanding: Questions and Discussion
Ask students whether they are understanding you. Instead of the generic “Any
questions?” ask, “What questions do you have?” If many of your students look
puzzled, ask, “Can you tell me where I lost you so that I can go back and find
you?” Try to avoid posing questions that put students on the spot (“Who doesn’t
understand?”). (Source: National Research Council, 1997)
Hold a debriefing session. Reserve the last ten minutes of class for an analysis of
the effectiveness of that day’s discussion. Holding a debriefing at the next session
after the midterm exam will allow you to probe students’ reactions to the exam
questions and the adequacy of their preparation.
Ask students to “think-pair-share.” Pose a question, and ask students to think about
it (and maybe jot down a few ideas), and then turn to a seat neighbor and share their
thoughts. Next, the pairs report their discussion to other pairs and, as size and time
permits, to the whole class. (Sources: Maier and Panitz, 1996; Millis and Cottell, 1998)
Checking Students’ Understanding: Using Technology
Encourage students to record online their reaction to the day’s session. Stanford
University has developed the “Lecture Gauge” (http://ctl.stanford.edu/Faculty/
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lecture_gauge.html), online questions that ask students to rate how challenging
the lecture was, to indicate the most important point, and to identify any hard-tofollow portion of the lecture. Students’ responses are anonymous. Instructors can
instantaneously view aggregate data.
Using a learning management system, design a pre- and post-class assignment
or quiz. Some learning management systems or collaborative and learning envi-
ronments allow you to design, administer, and score online multiple-choice quizzes, with the results immediately available to you and the students. A pre-quiz on
the reading will help students prepare for class. A post-quiz assures that students
review what they have learned.
Conduct instant polling, using clickers. If your classroom has a wireless system
that supports handheld clickers (electronic personal response systems), you can
pose multiple-choice questions during class and have students vote on the answer.
The votes will be instantaneously displayed, usually as a bar graph. If student
opinion is divided, you can ask students to discuss their answer with their neighbors and revote, or you can call on students who gave different answers and ask
them to explain their reasoning.
Because students purchase clickers and pay to register them for specific
courses, faculty recommend that you use clickers regularly to make the expense
worthwhile. Some systems provide a record of each student’s responses throughout the term. Some faculty give class-participation credit for the percentage of
polls to which a student responds (regardless of the correctness of the response).
At some universities, instant polling programs are loaded into students’
mobile phones. Other faculty ask for a show of hands or a display of lettered
signs (A, B, C, D) or response cards.
Faculty who use polling strategies, especially clickers, report increased student
participation, attendance, learning, knowledge of the views of others, interest,
and motivation. Some faculty have restructured their large-enrollment courses to
be fully interactive using clickers. (Sources: Caldwell, 2007; Duncan, 2005; Kam
and Sommer, 2006; Kellum et al., 2001; Marmolejo et al., 2004; Mehta, 1995;
Meltzer and Manivannan, 2002; Nicol and Boyle, 2003; Robertson, 2000)
Conduct online polling. Faculty in an introductory biology course posed multiplechoice questions about key concepts on their course Web page. Students selected
the best answer and rated their confidence that their answer was correct. Once
they submitted their answer, they could view the results: the percentage of students
who chose each response and a graph displaying the respondents’ confidence level.
Correct answers were not provided until the next class meeting, which served as
Informally Assessing Students’ Learning
295
an incentive for students to attend. The online questions were not graded, but students received credit for responding. Consider online strategies to probe students’
understanding of course information, provide individualized feedback, and track
student performance. (Sources: Brewer, 2004; Hunt and Pellegrino, 2002)
Implement a just-in-time approach. Just-in-time teaching allows students to tell
you what they know a few hours before coming to class, so that you can structure
the session accordingly. The technique requires the instructor to post several shortanswer or multiple-choice questions online once a week. Students submit their
responses online at least three hours before class, and the instructor uses their
responses to prepare for class. During class, selected responses are displayed (correct, partially correct, incorrect) and used to illustrate various points in lecture or
discussion. Students’ responses are graded and returned. Researchers report that
students enjoy the process and benefit from receiving immediate feedback on their
level of understanding. (Sources: Benedict and Anderton, 2004; National Research
Council, 2003; Novak et al., 1999)
Checking Students’ Understanding: Resources
Undertake your own simple assessments to ascertain how well your students
are learning. Angelo and Cross (1993) describe a variety of classroom assessment
techniques (CATs) that are easy to implement and will give you feedback on how
students are learning. They also describe how you can develop your own assessments. For example, the “Background Knowledge Probe” is a short questionnaire
given to students at the start of a course to assess their preconceptions about the
course content.
Consult compilations on the Web. Other sources of informal assessment techniques
are presented by FLAG (Field-tested Learning Assessment Guide) at www.flaguide.
org; this compilation of faculty-generated strategies for evaluating student learning
pertains primarily to courses in science, math, engineering, and technology.
References
Angelo, T. A. Introduction and Overview: From Classroom Assessment to Classroom
Research. In T. A. Angelo (Ed.), Classroom Research: Early Lessons from Success. New Directions for Teaching and Learning, no. 46. San Francisco: Jossey-Bass, 1991.
Angelo, T. A., and Cross, K. P. Classroom Assessment Techniques: A Handbook for College Teachers.
(2nd ed.) San Francisco: Jossey-Bass, 1993.
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Bean, J. C., Drenk, D., and Lee, F. D. “Microtheme Strategies for Developing Cognitive
Skills.” In C.W. Griffin (Ed.), Teaching Writing in All Disciplines. New Directions for Teaching
and Learning, no. 12. San Francisco: Jossey-Bass, 1982.
Benedict, J. O., and Anderton, J. B. “Applying the Just-in-Time Teaching Approach to Teaching Statistics.” Teaching of Psychology, 2004, 31(3), 197–199.
Black, P. and Wiliam, D. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy and Practice, 1998, 5(1), 7–74.
Brewer, C. A. “Near Real-Time Assessment of Student Learning and Understanding in Biology Courses.” BioScience, 2004, 54(11), 1034–1039.
Caldwell, J. E. “Clickers in the Large Classroom: Current Research and Best-Practice Tips.”
CBE-Life Sciences Education, 2007, 6(1), 9–20.
Chizmar, J. F., and Ostrosky, A. L. “The One Minute Paper: Some Empirical Findings.” Journal of Economic Education, Winter 1998, 29(1), 3–10.
Costello, M. L., Weldon, A., and Brunner, P. “Reaction Cards as a Formative Evaluation
Tool: Students’ Perceptions of How Their Use Impacted Classes.” Assessment and Evaluation
in Higher Education, 2002, 27(1), 23–33.
Davis, B. G., Wood, L., and Wilson, R. ABC’s of Teaching with Excellence: A Berkeley Compendium
of Suggestions for Teaching with Excellence. Berkeley: Office of Educational Development, University of California, 1983. http://teaching.berkeley.edu/compendium/
Duncan, D. Clickers in the Classroom. San Francisco: Addison Wesley, 2005.
George, J. W., and Cowan, J. A Handbook of Techniques for Formative Evaluation. Sterling, VA:
Stylus, 1999.
Hunt, E., and Pellegrino, J. W. Issues, Examples and Challenges in Formative Assessment. New Directions for Teaching and Learning, no. 89. San Francisco: Jossey-Bass, 2002, pp. 73–85.
Kam, C. D., and Sommer, B. “Real-Time Polling Technology in a Public Opinion Course.”
PS: Political Science and Politics, 2006, 39(1), 113–117.
Kellum, K. K., Carr, J. E., and Dozier, C. L. “Response-Card Instruction and Student
Learning in a College Classroom.” Teaching of Psychology, 2001, 28(2), 101–104.
Lancaster, O. E. Effective Teaching and Learning. New York: Gordon and Breach, 1974.
Maier, M. H., and Panitz, T. “End on a High Note: Better Endings for Classes and Courses.”
College Teaching, 1996, 44(4), 145–148.
Marmolejo, E. K., Wilder, D. A., and Bradley, L. “A Preliminary Analysis of the Effects of
Response Cards on Student Performance and Participation in an Upper Division University Course.” Journal of Applied Behavior Analysis, 2004, 37(3), 405–410.
Mehta, S. I. “A Method for Instant Assessment and Active Learning.” Journal of Engineering
Education, 1995, 84(3), 295–298.
Meltzer, D. E., and Manivannan, K. “Transforming the Lecture-Hall Environment: The
Fully Interactive Physics Lecture.” American Journal of Physics, 2002, 70(6), 639–654.
Millis, B. J., and Cottell, P. G., Jr. Cooperative Learning for Higher Education Faculty. American
Council on Education and Oryx Press, 1998.
Mosteller, F. “The ‘Muddiest Point in the Lecture’ as a Feedback Device.” On Teaching and
Learning, April Vol. 3, 1989, 10–21.
National Research Council. Science Teaching Reconsidered: A Handbook. Washington, DC:
National Academy Press, 1997.
National Research Council. Evaluating and Improving Undergraduate Teaching in Science, Technology,
Engineering, and Mathematics. Washington, DC: National Academy Press, 2003.
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Nicol, D. J., and Boyle, J. T. “Peer Instruction versus Class-Wide Discussion in Large Classes:
A Comparison of Two Interaction Methods in the Wired Classroom.” Studies in Higher
Education, 2003, 28(4), 457–473.
Novak, G. M., Patterson, E. T., Gavrin, A. D., and Christian, W. Just-in-Time Teaching: Blending
Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall, 1999.
Robertson, L. J. “Twelve Tips for Using a Computerized Interactive Audience Response System.” Medical Teacher, 2000, 22(3), 237–239.
Shepard, L. A. Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement. (4th
ed.) Westport, CT: American Council on Education/Praeger, 2006.
Stead, D. R. “A Review of the One-Minute Paper.” Active Learning in Higher Education, 2005,
6(2), 118–131.
33
Mobile Learning
Mobile technologies offer a way to create dynamic, interactive learning
environments inside and outside the classroom. The current generation of wireless
computing and portable communication devices includes laptops/tablets, PDAs
(personal digital assistants), mobile phones, digital cameras, MP3 players, iPods,
iPhones, small electronic book readers, and various multiple-function devices.
Mobile devices can be used to facilitate quick feedback or reinforcement; deliver
interactive demonstrations and quizzes; provide immersive experiences (for example, foreign languages); enrich learning outside the classroom (for example, data
collection in the field); and share information (for example, syllabi, assignments, and
calendars). Of course, these devices can also interfere with learning when students
shop online, send e-mail, or play games during class. Some students may even feel
sanguine about missing class if they can view the webcast at their convenience.
General Strategies
Decide how you feel about students using mobile devices in your classroom.
Although you may want to banish students who shop on their laptops, send messages on their mobile phones, and engage in other electronic pastimes during
class, banning the devices may not be the best solution. You can’t force students to
pay attention if they don’t want to. And even if you forbid all electronic gadgets,
students will still daydream, whisper, and pass notes. Banning mobile devices may
also pose communication problems during emergencies. Nonetheless, some faculty prohibit laptops in the classroom and feel that students are more engaged and
involved as a result. Others use software that allows them to see which programs
are running on students’ laptops, to block specific applications, and to disable
specific laptops. Still other faculty ask students who bring laptops to sit where their
screens can be observed. (Sources: Fried, 2008; Young, 2006)
If you permit mobile devices, establish rules of etiquette. Consider asking students at the beginning of the term to set norms for what constitutes respectful
classroom use of mobile devices. Or state your policies on your syllabus, and refer
to those policies on the first day of class. The following guidelines are adapted
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from Bloom (2007), Efaw, Hampton, Martinez, and Smith (2004), Hembrooke
and Gay (2003), Lang (2001), Rubinstein, Meyer, and Evans (2001), and discussions on a UC Berkeley listserv:
• Emphasize that students’ use of electronic devices for purposes not relevant to
the course must be kept to an absolute minimum.
• Require students to silence their phones.
• Share research findings on task switching that show that multitasking students
learn significantly less and perform on tests more poorly than students who
focus solely on classwork.
• Use a simple activity to show how multitasking is less effective than single tasking: Ask students to count from one to ten, then ask them to recite the letters
A through J. Either task takes about five seconds. Next, ask students to switch
between the tasks: “A, 1, B, 2, C, 3 . . .” This takes much longer because of the
time required to switch back and forth.
• Ask students to put their screens and devices down during portions of the class
session; make exceptions, as needed, for students with disabilities.
• Point out how laptops can distract students seated nearby.
• Ask students using laptops to place them off to the side so that you can maintain eye contact.
• Establish consequences for inappropriate use.
• Design in-class assignments that use laptops or other devices for pairs or small
groups; such exercises lessen the chance that students will use their devices
inappropriately.
• Walk around the room during class and stand in the back of the room for a time.
Try to anticipate technical challenges. If you will be using mobile technologies
in your class, ask the campus technology staff for advice on how to handle problems such as unreliable wireless connections, differences among students’ devices,
protection and backup of files, and the like. (Sources: Caudill, 2007; Corbeil and
Valdes-Corbeil, 2007; Reeves and Ward, 2005; Rekkedal and Dye, 2007)
Examples of Mobile Learning
Laptops. Faculty have put students’ laptops to work in various ways (Barak et al.,
2006; Efaw et al., 2004; Felder and Brent, 2005; Nilson and Weaver, 2005):
• Ask students to share access to information or to find facts online (for example,
in a psychology class on sleep deprivation, an instructor asks, “Who holds the
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•
•
•
•
•
•
•
•
record for most consecutive hours without sleep?” “What are five established
symptoms of sleep deprivation?”)
Conduct online searches using the resources of the library or a scholarly
Web site.
Work through problems using spreadsheet software.
Take online quizzes.
Conduct experiments in virtual science labs.
View online images and video clips.
Solicit anonymous questions from students during class.
Ask students to produce a graphic simulation of a mathematical process.
Conduct public chats or private “back channel” text messages that comment
about the lecture or demonstration.
Have students work in small groups that take a position for or against an issue,
and post their key points on an online discussion board.
Podcasts. Podcasts are digital audio or video programs (sometimes called vodcasts) that can be accessed on mobile devices at the convenience of the listener
or viewer. Some campus instructional technology offices maintain directories of
podcasts from which instructors can select items appropriate to their course. In
addition, instructional podcasts are available at iTunes U and YouTube, where
universities have their own pages listing courses, speakers, and events. Instructors
with the interest, time, and skills can also create their own podcasts or help students produce podcasts on course-related topics. UCLA and Purdue University
offer information on creating podcasts.
Experienced faculty offer the following tips (adapted from Bell et al., 2007;
Corbeil and Valdes-Corbeil, 2007; Eisenberg, 2007; Frydenberg, 2006; Staley,
2007):
• Select or create podcasts on the assumption that many students will access
the material from a mobile device while they are engaged in another activity
(such as commuting, exercising, or doing chores). In other words, assume that
students may not be able to follow complex material or take notes.
• Select or create podcasts that provide supplementary materials: interviews with
experts, guest speakers, debates, film clips, topical news, and the like.
• Limit the content of a supplementary podcast to a few main themes. As
needed, divide topics or presentations into short chunks (10–15 minutes each)
and create a series of podcasts from which students may choose the topics that
interest them.
• If you are going to produce your own supplementary podcasts, create a weekly
summary of the questions asked during office hours, offer a quick preview of
the upcoming unit, or present a pre-exam review.
Mobile Learning
301
• If you are going to record your entire lecture, take advantage of lecture-capture software that records both words and digital images. Such software indexes
words so that students can search for a specific term or point when they replay
the lecture.
Cell phones as converged devices. Multiple-function phones can be used to
store and manipulate data; take pictures; download music; receive and send text
messages and e-mail; access the Internet; show videos; stream live video; video
conference; receive and send global-positioning signals; receive alerts about campus safety; replace clickers as classroom response devices; send round-the-clock
updates; browse mobile social networks; and conduct class business (find grades,
register for classes, add/drop classes, use a content management system). Faculty
also use mobile phones to quiz students during class; assign students to take photos on field trips and send the instructor the images in real time; and text message
students as appropriate.
No matter how often you ask students to silence their phones, you will
hear an occasional ring tone during class. Some instructors impose a penalty
(the offending student has to provide snacks for the class at the next session),
and others use the interruption as an opportunity to review and interact with
students, asking “Who can summarize the previous point?” or “What’s the last
thing you wrote down in your notes?” (Sources: Bloom, 2007; Campbell, 2006;
Fischman, 2007)
References
Barak, M., Lipson, A., and Lerman, S. “Wireless Laptops as Means for Promoting Active
Learning in Large Lecture Halls.” Journal of Research on Technology in Education, 2006, 38(3),
245–262.
Bell, T., Cockburn, A., Wingkvist, A., and Green, R. “Podcasts as a Supplement in Tertiary
Education: An Experiment with Two Computer Science Courses.” Paper presented at
the conference on Mobile Learning Technologies and Applications, Massey University,
Auckland, New Zealand, 2007.
Bloom, A. “Making Cell Phones in the Class a Community Builder.” Teaching Professor, Mar.
2007, 4.
Campbell, S. “Perceptions of Mobile Phones in College Classrooms: Ringing, Cheating, and
Classroom Policies.” Communication Education, 2006, 55(3), 280–294.
Caudill, J. G. “The Growth of m-Learning and the Growth of Mobile Computing: Parallel
Developments.” International Review of Research in Open and Distance Learning, 2007, 8(2), 1–13.
Corbeil, J. R., and Valdes-Corbeil, M. E. “Are You Ready for Mobile Learning?” Educause
Quarterly, 2007, 30(2), 51–60.
Efaw, J., Hampton, S., Martinez, S., and Smith, S. “Miracle or Menace: Teaching and
Learning with Laptop Computers in the Classroom.” Educause Quarterly, 2004, 27(3). 10–18.
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Eisenberg, A. “What Did the Professor Say? Check Your iPod.” New York Times, Dec. 9, 2007.
Felder, R. M., and Brent, R. “Screens Down Everyone: Effective Uses of Portable Computers
in Lecture Classes.” Chemical Engineering Education, 2005, 39(3), 200–201.
Fischman, J. “The Campus in the Palm of Your Hand.” Chronicle of Higher Education, May 11,
2007, A41–A42.
Fried, C. B. “In-Class Laptop Use and Its Effects on Student Learning.” Computers and
Education, 2008, 50(3), 906–914.
Frydenberg, M. “Principles and Pedagogy: The Two P’s of Podcasting in the Information
Technology Classroom.” In the Proceedings of the 23rd Annual Conference of
Information Systems Educators, Dallas, TX, 2006.
Hembrooke, H., and Gay, G. “The Laptop and the Lecture: The Effects of Multitasking in
Learning Environments.” Journal of Computing in Higher Education, 2003, 15(1), 46–64.
Lang, A. “The Limited Capacity Model of Mediated Message Processing.” Journal of
Communication, 2001, 50(1), 46–70.
Nilson, L. B., and Weaver, B. E. (Eds). Enhancing Learning with Laptops in the Classroom. New
Directions for Teaching and Learning, no. 101. San Francisco: Jossey-Bass, 2005.
Reeves, J., and Ward, C. R. Wireless in the Lecture. In N. J. Pienta, M. M. Cooper, and
T. J. Greenbowe (Eds.), Chemists’ Guide to Effective Teaching. Upper Saddle River, NJ:
Prentice Hall, 2005.
Rekkedal, R., and Dye, A. “Mobile Distance Learning with PDAs: Development and Testing
of Pedagogical and System Solutions Supporting Mobile Distance Learners.” International
Review of Research in Open and Distance Learning, 2007, 8(2), 1–26.
Rubinstein, J. S., Meyer, D. E., and Evans, J. E. “Executive Control of Cognitive Processes in
Task Switching.” Journal of Experimental Psychology: Human Perception and Performance, 2001,
27(4), 763–797.
Staley, L. Blended Learning Guide. Dublin, OH: OCLC—Online Computer Library Center,
2007.
Young, J. R. “The Fight for Classroom Attention: Professor vs. Laptop.” Chronicle of Higher
Education, June 2, 2006, 52(39), A27.
PART VII
Strengthening
Students’ Writing
and Problem-Solving
Skills
34. Helping Students Write Better in All Courses
35. Designing Effective Writing Assignments
36.
Evaluating Students’ Written Work
37. Homework: Problem Sets
34
2
Helping Students Write
Better in All Courses
In every academic discipline, writing assignments can help students master
new material, formulate and clarify their ideas, demonstrate creativity, and
develop critical thinking skills. You don’t have to be a writing specialist, or
even a strong writer, to help your students improve their writing skills. The
following techniques illustrate how to incorporate writing into your courses—
without noticeably increasing the time you devote to grading and reviewing
student work.
General Strategies
View writing as essential for learning. Require writing during the semester, in
addition to exams or an end-of-term paper, and give both in-class and outside
writing assignments. When students are writing to learn, you do not need to
collect or read their work. Discipline-specific advice on incorporating writing
in the sciences is available for courses in biology (Holyoak, 1998; Moore, 1994);
chemistry (Kovac and Sherwood, 1999); physics (Becker, 1995); and mathematics
(Artzt, 1994; Green, 2002; Panitz, 2001).
Discuss the general standards for good writing. Define good writing in terms
of the contexts, purposes, and audiences appropriate to your course and discipline. Let students know that you value clarity, good organization, and correct
usage. Don’t let students fall back on the rationalization that grammar, spelling,
and diction matter only in English classes.
Show students that you value their writing. Publicly and privately, praise students whose writing shows productive effort. Share good examples with the class
and point out what is good about them. In the syllabus, on the first day of
class, and throughout the term, remind students to make their best efforts to
express themselves on paper.
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Strengthening Students’ Writing and Problem-Solving Skills
Ask students about their perspectives on writing. Many students are somewhat
fearful about academic writing. During office hours, in class, or on an online
discussion board, you can pose the following kinds of questions (adapted from
O’Farrell, 2005; “Situating Student Writers,” 2003):
• What concerns do you have about the writing assignments you will complete this term?
• Writing is like . . . (ask students to write a short response).
• Describe your best writing experience and why it was so good.
Be sensitive to the needs of students with disabilities. Various disabilities may
affect students’ skills in organization, expression, or word choice. You can help students with disabilities, and all students, by incorporating in-class writing activities that
are ungraded or minimally weighted, have clear instructions on how students can
complete the exercise, and provide opportunities for self-assessment. See Chapter 6,
“Students with Disabilities.” (Source: Lewiecki-Wilson and Brueggemann, 2008)
Teaching the Fundamentals of Writing
Provide guidance throughout the writing process. After you have made a formal writing assignment, discuss the value of outlines and notes; how to select and
narrow a topic; how to use sources appropriately; and how to review and revise.
Students are more likely to learn from guidance and feedback during their drafting and revising; in contrast, most students are less interested in the comments
they receive after their work has been submitted and graded.
Remind students that writing is a process that helps us clarify ideas. Explain that
writing is a hard, messy, nonlinear activity filled with false starts. Encourage students
to see writing as a process—not as a product—as a way of learning and discovering
what they know and don’t know. Discuss the main steps of the process:
•
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developing ideas
finding a focus and a thesis
composing a draft
getting feedback and comments from others
revising the draft by expanding ideas, clarifying meaning, reorganizing
editing
presenting the finished work to readers
(Source: Elbow, 1998)
Helping Students Write Better in All Courses
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Share your own struggles in grappling with difficult topics. Undergraduate
students tend to underestimate the time and effort that writing requires. Discuss
your experiences: the number of drafts you have written before submitting an
article for publication, the external review process, and the revisions you made
after seeing the reviewers’ comments. One faculty member writes a new research
paper during the same time frame that students complete their research papers,
following the same steps and sharing with his students his challenges and his
drafts. (Source: Edwards, 2002)
Give students opportunities to talk about their work in progress. Students need
to talk with peers about papers they are working on, and they benefit from hearing or reading what their peers have written. Give students time during or after
class to talk about what they plan to write or to read their drafts to each other in
small groups. Create an online bulletin board for students to present completed
work to others.
Help students develop a writing schedule. The online Assignment Calculator
developed at the University of Minnesota (www.lib.umn.edu/help/calculator/)
divides the writing task into its component parts (such as writing a thesis statement, identifying sources), sets dates for each step (based on the deadline for the
paper), and provides online resources for each task.
Explain thesis statements. One of the most common difficulties that beset stu-
dent writers is the absence of a thesis statement or the choice of a diffuse thesis
(“Health insurance is a big issue”). Define the term thesis statement for your students
(for example, a thesis statement makes an assertion, or generalization, that the
essay tries to support), and give examples of thesis statements appropriate to an
assignment. A three-step method may help students understand the difference
between a topic and a thesis:
Topic: Career choices made by new physicians
“How” or “why” question: Why are fewer new physicians entering general
practice?
Answer to the question (= the thesis): New physicians are turning away from
general practice because the compensation system used by the health care
insurance companies favors specialists over general practitioners.
Encourage specificity. Discourage students from using abstract, inflated, or overly
academic-sounding language. Explain that generalizations need to be supported
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Strengthening Students’ Writing and Problem-Solving Skills
by specific evidence, examples, and concrete detail. Review the types of evidence
most relevant to the course.
Emphasize the value of revision. Structure deadlines for phases of a writing
project so that students will have time to revise. For example, ask students to submit outlines and first drafts of papers for your review or for peer critique. Provide
students with a checklist for reviewing their papers, and ask that the checklist be
completed and signed by an outside reviewer selected by the student. Or give students the option of revising one assignment during the term for a higher grade.
Referring Students to Resources
Distribute and recommend materials to promote good writing practices. Ask
your campus’s English department, composition program, or writing center for
tip sheets or other materials you can post online. Unless you already have a favorite, ask these sources to recommend a short book on writing that is appropriate for your students. For example, Lanham (2000, 2006, 2007), Elbow (1998),
and Fulwiler (2002) have written books that your students may find helpful. If
your institution’s online resources for student writers are inadequate, look at the
materials on other college Web sites, including the Online Writing Lab at Purdue University, the Writing Center at Rensselaer Polytechnic Institute, Writing
Tutorial Services at the University of Indiana, Bloomington, and the Center for
Writing at the University of Minnesota. If your campus library doesn’t have lists
of discipline-specific writing guides, consult the lists of other campuses, such as
the Duke University Libraries’ “Style Manuals and Citation Guides” (2007).
Tell students about campus tutoring services. Most campuses offer individual
or group tutoring in writing. Find out what help your campus writing center offers
and urge your students to sign up for help. Post information or ask someone from
the tutoring center to give a presentation in your class.
Give pointers about the limitations of computer software. Insist that students
spell-check with the computer and proofread without the computer. Remind students that spell-checkers can’t distinguish between role and roll and that grammar
and style checkers are not effective tools. Also, let students know that techno spelling (B4, CU, etc.), common in instant messaging and texting, is not appropriate
for college writing.
Decide whether to use blogging software. Blogging software may facilitate
the sharing of written work. Note, at least one faculty member has identified the
Helping Students Write Better in All Courses
309
pitfalls of blogs and concluded that they are pedagogically valuable only under
very specific conditions. (Sources: Dawson, 2007; Ferdig and Trammell, 2004;
Martindale and Wiley, 2005)
In-Class Writing Exercises
Assign brief ungraded writing tasks. Get students in the habit of writing.
Weekly practice helps students clarify their thinking and improves their learning.
Researchers report that five minutes of writing per week (forty-five minutes a
quarter) leads to higher test scores. Students can be asked to express their opinion
about a current controversy in the field, apply a course concept to their own experience, and take a position after hearing or reading about competing viewpoints.
Other informal writing activities are described in this section. Give students credit
for the writing exercises without taking time to read or grade them. (Source:
Drabick et al., 2007)
Ask students to write what they know about a topic before you discuss it. Ask
students to write a paragraph or two of what they know about the subject or what
opinions they hold. Because the purpose of this exercise is to focus students’ attention, there is no reason to collect their work. (Source: Tollefson, 2002)
Ask students to respond in writing to questions you pose during class. At the
beginning of a class, display two or three short-answer questions and ask students
to write their responses. The questions might call for a review of material previously covered or test students’ recall of the assigned readings. Asking students to
write down their responses also helps generate a more lively discussion because students have had a chance to think about the material. (Source: Tollefson, 2002)
Ask students to write from a pro or con position. When an argument has been
presented in class, stop for a few minutes and ask students to write down the arguments and evidence that supports one side or the other. Use these statements as
the basis for discussion. (Source: Tollefson, 2002)
During class, pause for a three- or five-minute write. Ask students to write
for a few minutes on a given question or topic. Tell them to write freely, without
stopping and without worrying about organization or grammar. Writing experts
believe that this kind of free writing helps students synthesize diverse ideas and
identify points they don’t understand. Do not collect these exercises. (Source:
Tollefson, 2002)
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Strengthening Students’ Writing and Problem-Solving Skills
Have students write a brief summary at the end of class. Give students a few
minutes to jot down the key themes, major points, or general principles of the
day’s discussion. Research shows that students who write summaries of course
material or readings learn more and earn higher grades than those who don’t.
(Sources: Davis and Hult, 1997; Radmacher and Latosi-Sawin, 1995)
Practice essay test writing. One history instructor has students write a fourparagraph essay (including introduction and conclusion) on a topic similar to one
that may appear on a test. Students then exchange their work for peer response.
(Source: Kneeshaw, 1999)
Structure small-group discussion around a writing task. For example, ask each
student to pick three words of major importance to the day’s session. Then ask
the class to write freely for two or three minutes on one of the words. Next,
give the students five to ten minutes to meet in groups of three, sharing what they
have written and generating questions to ask in class. (Source: Tollefson, 2002)
Using Peer Review
Incorporate peer review into your course. Students benefit from their peers’
comments and from evaluating the work of others. Schedule the peer review
early enough to leave students time to revise their work before submitting it to
you. UCLA has developed a Web-based instructional tool called Calibrated Peer
Review that helps students critically evaluate their peers’ and their own writing. (Sources: Educause, 2005; Koprowski, 1997; Marcoulides and Simkin, 1995;
Topping, 1998)
Give students a procedure for peer review. Divide the class into groups of three
or four students, and have them bring to the peer review session copies of their
rough draft for each member of their group. Explain that the most important
step for the peer reviewer is to note which part of the draft is the strongest and to
describe to the writer why it works well. In addition, provide guidelines for critiquing the drafts (based on “Peer Response Sheet”, n.d.): Reviewers should answer
these questions after a first quick reading:
• What single feature of the paper stands out to you?
• What do you think is the writer’s main point?
• What, if anything, in the paper was confusing?
Helping Students Write Better in All Courses
311
After a slower reading, readers should then answer these questions:
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Underline the thesis statement. Is it clearly stated?
Do any of the points need more support, more detail, or a better explanation?
How well does the writer make transitions between main ideas?
Suggest two or more ways in which the draft could be improved.
What would you like to know more about? What questions do you still have?
In what ways is the paper interesting, surprising, intriguing, and so forth?
Be sensitive to cultural differences. For students who are not fluent in English
or whose cultural background discourages peer critique, working in pairs (rather
than trios or quartets) may be easier. They may also need more explicit guidelines
for reviewing work. (Source: Nelson, 1997)
Selective Review and Grading
Don ’t collect or read every piece of your students’ writing. Students can
and should be writing primarily to learn and clarify their own thinking on a
subject. Short, informal writing assignments enable them to practice and improve
their skills. (Source: Elbow and Sorcinelli, 2006)
Skim papers but don’t fix the errors. Point out problems, ask questions, but do
not spend time reorganizing, revising, or editing student work. Let students work
out the problems for themselves.
Have students assess their work before they submit it. Self-critique helps stu-
dents better understand evaluative criteria (Shepard, 2006). Here are some sample
self-assessment questions (Elbow and Sorcinelli, 2006; Hobson, 1996; Mattenson,
2004; “Peer Response Sheet,” n.d.):
•
•
•
•
In one sentence, what is the main point you are trying to convey?
What do you like most about your paper? What do you like least?
What will you do differently the next time you write a paper? Why?
What would you like me to address in my comments that would help you
revise your paper?
Grade a random sample of assignments. You can collect all the assignments but
grade only one in five or one in ten.
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Strengthening Students’ Writing and Problem-Solving Skills
Stagger the due dates of assignments. If you teach a large-enrollment course,
randomly assign students to due dates so that one-third of the class turns papers
in one week, one-third turns papers in a week later, and so on. Or give students
extra credit if they turn their papers in early (at a date you specify).
Work with colleagues. Arrange for colleagues to share the writing assignments
they have developed and discuss how students did on the assignments. Pool ideas
about ways in which writing can help students learn the subject matter. Explore
ways to use technology to facilitate peer review and writing groups. (Source:
Kuriloff, 2004)
References
Artzt, A. F. “Integrating Writing and Cooperative Learning in the Mathematics Class.”
Mathematics Teacher, 1994, 87(2), 80–85.
Becker, S. F. “Guest Comment: Teaching Writing to Teach Physics.” American Journal of
Physics, 1995, 63(7), 587.
Davis, M., and Hult, R. E. “Effects of Writing Summaries as a Generative Learning Activity
During Note Taking.” Teaching of Psychology, 1997, 24(1), 47–49.
Dawson, K. M. “Blog Overload.” Chronicle of Higher Education, Feb. 2, 2007, 53(22), C2.
Drabick, D.A.G., Weisberg, R., Paul, L., and Bubier, J. L. “Keeping It Short and Sweet: Brief
Ungraded Writing Assignments Facilitate Learning.” Teaching of Psychology, 2007, 34(3),
172–176.
Educause. Calibrated Peer Review: A Writing and Critical Thinking Instructional Tool, 2005. http://
connect.educause.edu/library/abstract/ELIInnovationsImplem/39347
Edwards, M. E. “Writing Before Students. A Model for Teaching Sociological Writing.”
Teaching Sociology, 2002, 30(2), 254–259.
Elbow, P. Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford
University Press, 1998.
Elbow, P., and Sorcinelli, M. D. How to Enhance Learning by Using High-Stakes and LowStakes Writing. In W. J. McKeachie and M. Svinicki, McKeachie’s Teaching Tips. (12th ed.)
Boston: Houghton Mifflin, 2006.
Ferdig, R. E., and Trammell, K. D. “Content Delivery in the Blogosphere.” T.H.E. Journal,
2004, 31(7), 12, 16–17, 20.
Fulwiler, T. College Writing: A Personal Approach to Academic Writing. (3rd ed.) Portsmouth, NH:
Boynton/Cook/Heinemann, 2002.
Green, K. H. “Creating Successful Calculus Writing Assignments.” PRIMUS: Problems,
Resources, and Issues in Mathematics Undergraduate Studies, 2002, 12(2), 97–121.
Hobson, E. H. “Encouraging Self-Assessment: Writing as Active Learning.” New Directions for
Teaching and Learning, no. 67, San Francisco: Jossey-Bass, 1996, pp. 45–58.
Holyoak, A. R. “A Plan for Writing throughout (Not Just across) the Biology Curriculum.”
American Biology Teacher, 1998, 60(3), 186–190.
Kneeshaw, S. “Using Reader Response to Improve Student Writing in History.” OAH
Magazine of History, 1999, 13(3), 62–65.
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Koprowski, J. L. “Sharpening the Craft of Scientific Writing.” Journal of College Science
Teaching, 1997, 27(2), 133–135.
Kovac, J., and Sherwood, D. W. “Writing in Chemistry: An Effective Learning Tool.” Journal
of Chemical Education, 1999, 76(10), 1399–1403.
Kuriloff, P. C. “Rescuing Writing Instruction: How to Save Time and Money with
Technology.” Liberal Education, 2004, 90(4), 36–41.
Lanham, R. A. Revising Business Prose. (4th ed.) New York: Longman, 2000.
Lanham, R. A. The Longman Guide to Revising Prose. New York: Pearson Longman, 2006.
Lanham, R. A. Revising Prose. (5th ed.) New York: Pearson Longman, 2007.
Lewiecki-Wilson, C., and Brueggemann, B. J. (Eds.) Disability and the Teaching of Writing.
Boston: Bedford/St. Martin’s, 2008.
Marcoulides, G. A., and Simkin, M.G. “The Consistency of Peer Review in Student Writing
Projects.” Journal of Education for Business, 1995, 70(4), 220–223.
Martindale, T., and Wiley, D. A. “Using Weblogs in Scholarship and Teaching.” TechTrends,
2005, 49(2), 55–61.
Mattenson, L. M. “Teaching Student Writers to Be Warriors.” Chronicle of Higher Education,
August 6, 2004.
Moore, R. “Writing to Learn Biology.” Journal of College Science Teaching, 1994, 23(5), 289–295.
Nelson, G. L. “How Cultural Differences Affect Written and Oral Communication: The
Case of Peer Response Groups.” New Directions for Teaching and Learning, no. 70. San
Francisco: Jossey-Bass, 1997.
O’Farrell, C. The Write Approach: Integrating Writing Activities into Your Teaching. In
G. O’Neill, S. Moore, and B. McMullin (Eds.), Emerging Issues in the Practice of University
Learning and Teaching. Dublin: All Ireland Society for Higher Education, 2005.
Panitz, T. Learning Together: Keeping Teachers and Students Actively Involved in Learning by Writing
Across the Curriculum: A Sourcebook of Ideas and Writing Exercises. Stillwater, OK: New Forums
Press, 2001.
“Peer Response Sheet.” Available from Derek Bok Center for Teaching and Learning at:
http://isites.harvard.edu/fs/html/icb.topic58474/PeerResponse.html
Radmacher, S. A., and Latosi-Sawin, E. “Summary Writing: A Tool to Improve Student
Comprehension and Writing in Psychology.” Teaching of Psychology, 1995, 22(2), 113–115.
Shepard, L. A., Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement.
(4th ed.) Westport, CT: American Council on Education/Praeger, 2006.
“Situating Student Writers.” Faculty Resources: Writing in Your Classroom. The Writing Center,
University of North Carolina, April 9, 2003. http://www.unc.edu/depts/wcweb/faculty_
resources/classroom_writing.html
“Style Manuals and Citation Guides,” Duke University Libraries Web site, 2007. http://
www.lib.duke.edu/reference/style_manuals.html
Tollefson, S. K. Encouraging Student Writing. Berkeley: Office of Educational Development,
University of California, 2002. http://teaching.berkeley.edu/publications.html
Topping, K. “Peer Assessment between Students in Colleges and Universities.” Review of
Educational Research, 1998, 68(3), 249–276.
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Designing Effective Writing
Assignments
To do their best written work, students need clear, specific instructions regarding the topic, approach, and format for their papers. The suggestions below are
designed to help you prepare assignments that challenge students without intimidating or frustrating them.
General Strategies
Assign several short papers. A short assignment early in the term will allow you
to identify students whose writing skills are weak and to refer them to the campus
tutoring center. Short assignments also give all students the benefit of your comments and suggestions before they tackle a long paper.
Solicit critiques of your draft copy for an assignment. Ask your graduate stu-
dent instructor or a colleague to comment on the clarity of the assignment (criteria based on Speck, 2000):
• Is the purpose of the assignment clearly stated?
• Is the students’ audience specified?
• Do the instructions include the due date, length, and any relevant formatting
conventions?
• Does the assignment describe the grading criteria?
Consider asking your students to critique a draft of the assignment before you
finalize it. (Source: Leahy, 2002)
Share copies of good papers with students. Students appreciate seeing a variety
of examples of other students’ work. Keep in mind that you will need students’
permission to retain and share copies of their papers.
Keep notes on the success and pitfalls of each assignment. As you grade papers,
keep a running list of problems. Use these notes to modify future versions of an
assignment.
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Designing Effective Writing Assignments
315
Shaping the Research or Term Paper Assignment
Define the task. Freshman and sophomore students will appreciate your supplying paper topics; otherwise some will waste a lot of time searching for a topic.
Even juniors and seniors are often better served by being given a set of topics to
choose from. For best results, the assignment should define a task, not simply state
a topic. Here are some examples (adapted from Simon,1988, p. 8):
Vague topic. Much has been written about the use of animals in laboratory
experiments. Discuss these views and the moral considerations that define
this debate.
Defined task. Animal rights activists believe that laboratory experiments on
animals should be significantly curtailed and rigorously monitored. Write
an essay refuting their point of view.
Defined task. Animal rights activists, scientists, and agencies funding research
are engaged in an ongoing debate on the use of animals in laboratory
experiments. Define and defend your position in this debate.
Turn each step of a large assignment into a smaller assignment. For example,
give separate deadlines for submitting an outline, an annotated bibliography, and a
first draft. Or make a cumulative assignment: in a political science course, the students’ first paper describes the basic schools of political thought; the second paper
argues that one of those schools best explains historical events; the third paper uses
that school of thought to analyze a current event. Students then revise their papers
and combine the three into a cohesive term paper. Assigning a series of short
papers during the term can save you time when it comes to grading the final longer
essay. (Sources: Smith, 1994; Zeiser, 1999)
Distribute or post online a handout for each written assignment. Include all
the essential information about the assignment:
• the specific task and your expectations of what should be included in the finished product
• the genre of paper you expect (for example, memo, report, essay, letter,
outline)
• the audience for the assignment (to help students make decisions about tone,
language, and organization)
• the approximate length (number of words or pages)
• the physical format of the paper (margins, line spacing)
• how the paper will be submitted (online or hard copy)
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Strengthening Students’ Writing and Problem-Solving Skills
• guidelines about types and number of sources and format for citations, footnotes,
or bibliography
• a reminder to retain all drafts and notes (should issues of plagiarism arise) and
a copy of the completed paper
• the criteria you will use in grading the assignment so that students are
aware in advance how they will be graded
• opportunities for preliminary review by you or other students
• schedule for any options to revise papers for a higher grade
• the due date for the assignment and policies regarding late papers
Tollefson (2002) presents an example of a term paper assignment in biology that could be adapted to other disciplines. The assignment specifies clearly
and in detail the task, explains how to develop a thesis statement, gives sources
for research, offers tips on writing, and identifies common problems students
have encountered in the past.
Involve students actively in the assignment right away. After presenting an
assignment, take some class time for small-group discussion. Ask students to free
associate words, facts, ideas, questions to begin to formulate theses or plan their
research strategies.
Developing Students’ Research Skills
Direct students toward resources for acquiring research skills. Find out what
tutorials or workshops your campus library offers. Important topics include how
to use the library’s electronic resources, the differences between popular magazines and scholarly journals, the difference between primary and secondary
materials, and how to evaluate journal articles. The University of Washington’s
open-access online tutorial Research 101 (n.d.) explains how to frame a topic,
develop research questions, and select, search, and evaluate information sources.
Librarians at UC Berkeley, Mississippi State University, and Gustavus Adolphus,
among others, have developed assignments that familiarize students with research
skills. Booth, Colomb, and Williams (2003) explain to students how to conceptualize a research problem, provide evidence to substantiate an argument or claim,
and communicate findings clearly.
Invite a librarian to make a presentation to your students. Most campus librar-
ians are eager to make presentations about library skills, information literacy,
resources, and search strategies. Also, encourage students to ask for assistance at
Designing Effective Writing Assignments
317
the library’s reference desk and to take advantage of library tours, instructional
workshops, and tip sheets.
Help students gain skills to become information literate. The Association of
College and Research Libraries has defined information literacy as the ability to
do the following tasks ( Johnson and Magusin, 2005; Rockman et al., 2004):
•
•
•
•
•
•
determine the extent of information needed
access needed information effectively and efficiently
evaluate information and its sources critically
incorporate selected information into one’s own knowledge base
use information effectively to accomplish a specific purpose
understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally
Teach students about electronic library research and Internet research. Even
students who consider themselves tech savvy may be unaware of the difference
between using a commercial search engine (for example, Google) and using
a library’s subscription tools to search the “hidden Web.” Assign students to
compare and contrast the treatment of a topic in a popular magazine and a
scholarly journal, to compare the online and hard-copy versions, and to experiment with different search options (complex, advanced, keyword). Check to see
if your library has developed a Web-page evaluation checklist to help students
assess the quality of Web information. Help students see the difference between
scholarship and information seeking. (Sources: Harmon, 2007; Jenson, 2004;
Mann, 2007)
Clarify your policy regarding sources. Specify what types of sources are and
are not acceptable, how to evaluate the reliability of sources, and how to cite
sources. If you want students to search the Internet, help them develop effective
search terms or direct them to appropriate databases or sites. To discourage students from simply Web surfing for quotes, tell them that they must be accountable for having read a substantial part of any document that they quote from.
(Source: Lim, 2001)
Arrange for peer groups. Consider using peer groups to divide up, research, and
write coordinated papers. Peer groups may be useful in commenting on the type
or amount of research that a student has done before writing a first draft. See the
discussion of peer groups in Chapter 34, “Helping Students Write Better in All
Courses.” (Source: Henderson and Buising, 2000)
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Strengthening Students’ Writing and Problem-Solving Skills
Specify a style manual. If the assignment calls for citations, footnotes, or a bibliography, make available a handout showing the format for these or refer students to
a specific style guide or manual. Many campuses have online guides, or you might
select the style of your professional association, or ask students to follow the guidelines in Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations (1996).
Alternatives to Research and Term Paper Assignments
Reactions to readings. Ask students to submit short papers that summarize,
assess, and respond to the readings. This exercise prepares students to take part in
class discussion. You could also pose study questions for each reading assignment
and ask students to submit written answers. (Sources: Fishman, 1997; McCoy
1999; Pernecky, 1993)
Article, abstract, or book review for a professional journal. Specifying an
intended audience makes written assignments more challenging and realistic. Ask
students to write as though they were going to submit their work to a professional
journal. Or distribute an article with the abstract removed, and ask students to
write the abstract. Then distribute the published abstract, and ask students to write
a short comparison of their version and the author’s. Or provide sample book
reviews from journals in your field, discuss the features that make them effective,
and ask students to prepare a book review suitable for publication.
Research proposal. Ask students to write a research proposal for a study or series
of studies that reflect the course content.
Office report. Ask students to write a memo, briefing, or report for a professional
audience unfamiliar with the field. For example, business students could write a
report for bankers and other financial backers. (Source: Tollefson, 2002)
Memo recommending action. Pose a controversial issue or perplexing problem
and ask students to prepare a memo outlining a course of action and stating their
reasons for selecting that strategy. (Source: Tollefson, 2002)
Letters. Here are some of the kinds of letters you could assign (adapted from
Cabe et al., 1999; Daughaday, 1997; Fredericksen, 2000; Greenwald, 2000; Keith,
2001; Lambert, 1996; Tollefson, 2002):
• a persuasive or argumentative letter to a public official or company officer for
or against a particular policy or decision (ask students to present evidence and
respond to anticipated counterarguments.)
Designing Effective Writing Assignments
319
• a critique addressed to the author of the course textbook or other book, assessing the book’s strengths and weaknesses
• a letter to the editor, an op-ed piece, or a response to a published editorial
• a letter to a relative or friend in which the student explains a technical topic
in a conversational voice
• a letter proposing a solution to a real-world or hypothetical problem (for example [adapted from Goma, 2001], students in an economics class could write a
letter to the finance minister of a country in a deep recession recommending
steps the government should take)
• a response to a letter in a newspaper advice column about personal, business,
or other problems
Reader’s guide. Ask students to present a conceptual overview of a given topic
by writing a reader’s guide that they will share with their classmates. The guide
includes (1) an outline of subtopics, (2) a list of main theorists or contributors
and why they are important, (3) a set of important concepts related to the topic,
(4) recent hot topics that have engendered debate, and (5) a selection of the most
important resources on the topic. (Source: Henderson, 2000)
Update of the readings. Ask students to select a section of the text or readings
and prepare a two-page update that stresses new research that was unavailable to
the original authors.
Original textbook. Using primary source documents, students create their own
10–15 page textbook chapter on a topic related to the course. (Source: Frye, 1999)
Think piece. Assign short exploratory think pieces that call for one intellectual
task: compare two approaches, analyze reasons for behavior, and so on. Grade
the think pieces with a check, check plus, or check minus. (Source: Elbow and
Sorcinelli, 2006)
Microthemes. A microtheme is a very brief essay (about 150 to 250 words) in
response to a narrowly focused question (Bean et al., 1982; Clanton, 1997; Leahy,
1994). Here are some examples (adapted from Bean et al., 1982):
• From the data in Table 1 (birthrates by ethnicity) extrapolate the significant
changes that have occurred in the last twenty years and speculate on the
causes of these changes.
• Suppose you put a big block of ice in a bucket and then fill the bucket with
water until the water level is exactly even with the edge of the bucket. After
several hours, the ice melts. Which of the following has happened? (a) The
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Strengthening Students’ Writing and Problem-Solving Skills
water level in the bucket has remained the same; (b) the water level in the
bucket has dropped; (c) some water has overflowed the sides of the bucket.
Write a brief explanation for a classmate who doesn’t understand flotation.
Obituary. Ask students to write an obituary of a noted academic figure who is
still living. (Source: Foley, 2001)
Investigative article about an aspect of campus life. Have students select a
campus-related topic such as the increasing cost of textbooks, oversubscribed
courses, cost overruns on construction projects, or recycling and sustainability
efforts; gather information through research; and prepare a briefing for a senior
administrator. (Source: Picciotto, 1997)
Contribution to an online knowledge base. Ask students to pick an entry and
then expand or improve the knowledge on an open-access, user-written, collaboratively edited site like Wikipedia. Faculty anecdotally report that students work
harder on the assignment when they know their work will be subjected to outside reviewers and appear publicly. A variation is to use an internal wiki where
students can practice public writing that is subject to reviews and revisions by
classmates but is password protected.
Invented dialogue. Ask students to write conversations between real or imagined individuals; for example, Napoleon and Caesar could discuss the difference
between the leadership skills needed to conquer an empire and those needed to
maintain one. (Source: Angelo and Cross, 1993)
In-class poster session. Students prepare and present a project to their class-
mates in a poster session similar to those at professional and scientific conferences.
Projects may include traditional papers, research studies, or artistic presentations.
The process can be structured in stages: (1) a one-page proposal, (2) a preview
presentation for class feedback, and (3) a final presentation at the end of the term.
(Sources: Baird, 1991; Crowley-Long et al., 1997; Henderson and Buising, 2000)
Realistic scenarios. Ask students to communicate with a real audience that has
a genuine need for information. For example, an architecture instructor gave the
following assignment:
What makes excellent architecture? In an attempt to recognize, reward, and
publicize excellent architecture, a philanthropic patron of the arts has decided
to initiate the Bucky Fuller Award for Excellence in Public Buildings. The
Designing Effective Writing Assignments
321
patron has asked you to help prepare the guidelines for the judging of this
annual award.
Write a concise memo (500 words) to the patron that addresses such issues
as the following:
• What is the definition of excellent architecture? What criteria will be used to
judge buildings?
• What evidence is appropriate to document architectural excellence?
• Who should judge excellence?
• What procedures are best used to determine excellence?
You should propose your own definition of excellence, but you must
support your views by citing published sources. For example, if you feel that
social factors are important, refer the patron to several key works in the
literature on social factors in architecture.
Or consider this example from a business class. To elicit a short essay describing what certified public accountants (CPAs) do, the instructor devised this
assignment:
You are a CPA in a large, prestigious, and highly respected firm of accountants
and business consultants. You have been called to superior court to testify as
an expert witness in a divorce case. To establish a fair property settlement
between husband and wife, it is necessary for the court to determine the value
of their restaurant. You have examined the restaurant’s accounts. But before
you give your financial analysis, the judge asks you to establish your authority
by explaining briefly how CPAs are trained and accredited and what domains
their expertise and responsibilities encompass.
Interview. Have students interview another faculty member, a professional, or
another individual related to the content of the course. Give students guidelines
on how to conduct and write up interviews.
Consumers’ report. Ask students to review a product, a service, or a conceptual
tool that is related to the course. (Source: Hobson, 1998)
Other assignments. UCLA, through its Calibrated Peer Review project, has cre-
ated a Web-based assignment library which stores instructor-developed assignments organized by discipline (cpr.molsci.ucla.edu). Your campus library may
also have sample assignments. If not, consult the libraries at University of Central
Florida, University of Illinois, and American River College, among others.
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Strengthening Students’ Writing and Problem-Solving Skills
Using Journals or Learning Logs
Ask students to keep a journal for the course. Encourage students to make
entries at least twice a week that contain ideas, questions, or comments related to
the course. You could also ask them to write a weekly entry that reports on their
learning. You need not collect these. (Sources: Etkina and Andre, 2002; Hirt,
1995; Longhurst and Sandage, 2004; Seshachari, 1994)
Provide guidelines for journal entries. Guidelines are useful to prevent stu-
dents from writing about anything and everything or from copying class notes
into their journal. You could ask students to summarize the key points of
readings or lectures, or you might provide study questions. Some faculty select
appropriate questions from Stock (1987) as a first assignment to get students
thinking and in the habit of writing; for example, Would you be willing to
have horrible nightmares every night for a year if you would be rewarded with
extraordinary wealth? If you are going to collect and read students’ journals,
limit the word count and the number of entries submitted. (Sources: Fisher,
1996; Hirt, 1995)
Give credit, but not grades, for journals. You can give students points for having
done the journal work without reading and grading their work. If you do comment on their journals, write positive comments, and present any negative remarks
about quality or effort to the class as a whole. (Sources: August, 2000; Bolin et al.,
2005; Brand, 1999; Chandler, 1997; Moore, 1994; Seshachari, 1994)
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Evaluating Students’
Written Work
Evaluating and grading papers is as an opportunity to reinforce a student’s
strengths and identify areas needing improvement. Make your suggestions as
tactful and specific as you can—no one benefits from sharp remarks or vague
hints. At least one study suggests that, even outside composition classes, students
value and will use feedback for revision (Beason, 1993). The following pointers
will help you evaluate and grade papers efficiently, fairly, and constructively.
General Strategies
Give yourself time to read the papers. Although you will want to return papers
promptly, try to avoid reading a large number of papers in a single sitting. You
will be better able to maintain your concentration and apply your standards consistently if you read a few papers at a time. After each break, some instructors
start by reviewing the last paper or two to make sure that fatigue didn’t result in
an overly generous or overly harsh evaluation.
Begin by getting a general sense of the entire set of papers. Some faculty read
through all the papers quickly, sorting them into three or four piles according to
a quick assessment of their quality. Once you have a general sense of how well
students handled the assignment, you are less likely to overestimate an average
paper or to wait expectantly for an outstanding one.
Write legibly. If you grade on hard copy, avoid felt marking pens that are too
thick to be legible, and use a color that is easy to read (green, orange, purple,
red). Writing the grade in pencil allows you to go back and check for consistency
among the set of papers before finalizing the grades.
Type or speak your comments. Some instructors type their final comments so
that they are legible and also on file. Others require electronic submissions and
use the comment and editing features of word-processing software to customize
325
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Strengthening Students’ Writing and Problem-Solving Skills
and automate comments for the most common student writing problems. For
more detailed responses, experiment with embedding voice comments, which
some research shows that students prefer. (Sources: Bell, 2002; Still, 2006)
Get feedback on your feedback. During the term ask students to comment on
the helpfulness of your responses to their written work. Research shows that students value feedback that is specific, gives suggestions for improvement, and is
related to assessment criteria that have been previously distributed. See Chapter
52, “Early Feedback to Improve Teaching and Learning” for advice on how to
solicit students’ comments. (Source: Weaver, 2006)
Scoring Guides
Use rubrics or other scoring guides to save time and improve consistency
in grading. A rubric is a set of components of an assignment—for example,
Purpose, Organization, Evidence, Style, and Mechanics—accompanied by definitions of performance levels for each component. Rubrics are often formatted
as a table, with the components listed in the leftmost column and the levels of
performance listed across the top (adapted from Stevens and Levi, 2005):
Performance Level
Component
Developing
Provides support- Gives some support
ing evidence
for main assertions,
but sources are not
authoritative (e.g.,
popular magazines,
commercial Web sites)
Competent
Generally supports main
assertions with primary
and secondary sources
but does not provide
evidence for subsidiary
points or relies too
heavily on a few sources
or on sources that are
not current
Exemplary
Provides strong
supporting evidence
for main and subsidiary assertions with
multiple authoritative
sources (e.g., journal
articles and primary
documents)
When using rubrics, you simply circle or check the comments that apply
to each paper, which saves you time and gives your students detailed feedback
on their work. (Of course, you can always add individual comments.) Because
students can review the criteria that define each performance level, they are less
likely to quibble about their grades or complain that they didn’t know what you
expected for the assignment.
A related approach, called “primary trait analysis” (Walvoord and Anderson,
1998), identifies the factors or traits that will count in the scoring and defines a
scale for scoring student performance on each trait.
Evaluating Students’ Written Work
327
Checklists consist of rating scales (for example, a 5-point scale, with 1 = low)
on selected aspects of the assignment; for example, clarity of expression, logical
development, and persuasiveness.
(Sources: Andrade, 2005; Bednarski, 2003; Stevens and Levi, 2005; Walvoord
and Anderson, 1998)
Adapt existing rubrics. Rubrics have been created for a wide range of assign-
ments and projects. Online searching (for keywords “resources about rubrics” or
“sample rubrics” plus “university” or “college”) will yield links to collections of
rubrics at Auburn University, Winona State University, Scottsdale Community
College, Indiana University Kokomo, and College of St. Scholastica, among others. You can download these grids and modify them to suit your needs.
Create your own rubrics. After reviewing rubrics created by others, you may
wish to create your own. For detailed advice on constructing rubrics, see Arter
and McTighe (2001), Stevens and Levi (2005), and the RubiStar Web site
(rubistar.4teachers.org/index.php), an online tool to help teachers create rubrics.
Share the rubrics or criteria with your students. When you assign a paper, explain
your expectations and criteria to students so that they know how they will be graded.
Some faculty report eye-opening experiences when they discovered how their students thought they should be evaluated. (Sources: Stevens and Levi, 2005)
Responding to Students’ Writing
Read a paper quickly to form an overall impression. Identify the paper’s
strengths and note, but do not address or correct, problem areas. Identify the
paper’s main points and those features that interfere with your ability to follow
the train of thought. This quick read-through will help you decide the key issues
to address in your comments.
Respond to the paper as an interested reader or reviewer would. Look for
things the student has done well, note errors and weaknesses that need correction, and think about ways the student can improve. Focus on the development
of ideas, the construction of an argument, analysis, flow, and use of sources.
Compliment the strengths and point out the weaknesses in grammar, style, and
usage. If you write your comments on a separate piece of paper, you will be less
inclined to spend time editing the student’s work. (Sources: Elbow and Sorcinelli,
2006; Tollefson, 2002)
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Strengthening Students’ Writing and Problem-Solving Skills
Balance facilitative and directive comments. Facilitative comments help
students rethink their paper by posing questions: “What do you hope your reader
will understand your thesis to be?” Directive comments make suggestions in an
authoritative manner: “State your thesis more clearly.” Use facilitative comments
to call a student’s attention to a paper’s lack of purpose, direction, analysis, or
logical structure; directive comments may be appropriate for problems of usage
and style. (Sources: Ransdell, 1999; Straub, 2000)
Use constructive language. Students value both global comments (organization,
content) and specific comments (word choice, sentence structure), and they are
especially interested in suggestions for improvement. Students are more likely to
learn from comments that focus on learning goals or established criteria. Here
are some tips (adapted from Dornsife, 1993; Elbow and Sorcinelli, 2006; Kluger
and DeNisi, 1996; Light, 1992; Pitts, 2005; Shepard, 2006; Smith, 1997; Speck,
2000; Straub, 1997; Tollefson, 2002):
• Balance positive and negative comments. Make some positive comments on
every paper, both to encourage students and to reinforce what they are doing
well. Avoid following a positive comment directly with a but. Direct positive comments to the student (“You did a great job clearly stating your thesis”) and negative comments to the paper itself (“The opening paragraph is confusing”).
• Avoid sarcastic, impatient, or punitive comments.
• Phrase criticisms as questions: Ask “I wonder what you gain by including
this paragraph” rather than “Delete this paragraph.”
• Provide suggestions for improvement. Instead of writing “This point was not
explained fully enough,” write “Explain in more detail why prices rose.”
• Help students spot ambiguities or passages open to misunderstanding. You
might write, “I take this sentence to mean X. If this is different from what
you intended, what can you do to help the reader see what you mean?”
• Try to be concrete and specific. A student may not be able to decide whether
comments such as “awkward,” “unclear,” or “vague” refer to organization,
content, or mechanics. More helpful are comments like “How else would you
describe this?” “Why is this so?” “Are you saying that X is necessary?” Don’t
hesitate to write, “I don’t understand this sentence.”
• Conclude with a brief description of what a successful or “A” paper looks
like. This helps students focus on the criteria they can use to assess their own
learning efforts.
• Don’t rewrite students’ papers. Indicate the major problems, but leave the
revising to your students. If you do the rewriting for them, the main thing they
will learn is that you are a better writer than they are.
Evaluating Students’ Written Work
329
Avoid overmarking. If you mark every grammatical error, respond to every
idea, or propose alternatives for each section, you risk overwhelming students
and diverting their attention from key problems. Try to focus on one or two major
problems and on patterns of errors. Some faculty highlight all misspellings and
grammatical errors, but others indicate these on the first few pages only and write
a general note at the end of the paper: “Try to pay more attention to punctuation;
your errors detract from your good ideas.” (Source: Zeiser, 1999)
Avoid undermarking. Placing only one or two general comments on a paper and
then assigning a grade, even an A, is not very helpful to students. Students want
to know what you thought about their work. Praise the paper’s strengths and offer
constructive criticism on its weaknesses.
Respond appropriately to students who are not fluent in English. As you read
papers, focus on those errors that seriously impede understanding. You may
also want to correct common problems, such as dropped verb endings, problems with verb tense, subject-verb agreement, and use of articles and prepositions. Check your campus’s resources for tutorial help for students who learned
English as a second language. Online resources are available at the Web sites
of the Purdue University Online Writing Lab, University of Minnesota, Ohio
University, University of Washington, and Utah Valley State College, among
others. (Sources: Holt, 1997; Tollefson, 2002)
Use marking symbols or codes. You can save time by using symbols or abbrevia-
tions for common errors (for example, AGR for an error in subject-verb agreement).
Adopt the symbols from a standard composition textbook or from your campus
English department or writing center. Or develop your own symbols. One faculty
member gives students a code sheet of twelve items (#2 = Pay more attention to
mechanics such as punctuation; #9 = Very well written; your points are clear and
concise) and uses those codes when grading papers. (Source: O’Keefe, 1996)
Focus on errors that indicate cognitive confusion. Call students’ attention to errors
that reflect fuzzy or illogical thinking as well as to errors that are likely to confuse
the reader: pronouns whose antecedents are missing or incorrect; confusing switches
between past, present, and future tenses; and illogical pairings of subjects and verbs.
Grading
Keep it simple. One instructor saves time and avoids student quibbling by using
a three-grade system: 0 = unacceptable, 1 = acceptable, and 2 = excellent. These
330
Strengthening Students’ Writing and Problem-Solving Skills
levels are defined as follows: excellent = requires no revision, follows all assignment
requirements, has no mechanical errors, attends to audience’s needs, uses an
appropriate tone, is written with flair; acceptable = requires some revision, follows all
assignment requirements, has some noticeable mechanical errors, may inaccurately
estimate the audience, may include negative terminology; and unacceptable = requires
major revision, does not follow assignment requirements, has noticeable mechanical
errors, ignores the reader, uses inappropriate tone, has negative terminology. (Source:
Dyrud, 2003)
Use your rubrics or checklists as a general guide, but grade the assignment
holistically. As you are commenting on submitted papers, phrase your remarks
in terms of these criteria. But refrain from assigning a certain number of points
for each criterion. Grade according to your judgment of overall quality. (Sources:
Dyrud, 2003; Holt, 1993; Rodgers, 1995; Stevens and Levi, 2005; Tollefson, 2002)
Resist the temptation to assign split grades (one for content, one for
writing). Split grades tend to reinforce the false notion that content can be
divorced from the clarity and precision with which the ideas are expressed.
(Source: Tollefson, 2002)
Give students definitions of the criteria for each grade. Some students believe
that grading is purely subjective. You may want to explain what your grades mean
(adapted from Crews, 1983, p. 14, and Tollefson, 2002, p. 14):
A: Excellent in all or nearly all aspects. The interest of the reader is engaged
by the ideas and presentation. Style and organization seem natural and easy.
Paper marked by originality of ideas and free of minor and major errors.
B: Technically competent, with a lapse here and there. The thesis is clear,
properly limited, and reasonable, and the prose is generally effective
without rising to sustained distinction.
C: A competent piece of work but not yet “good.” Writing is still an effort
for the author. C papers are more or less adequately organized along
obvious lines, and the thesis tends to be overly simple or imprudent without being wildly implausible. Monotony of sentence structure is apparent,
and errors are sprinkled throughout. In some C papers, excellent ideas are
marred by poor presentation—either development, organization, or technical errors. In other C papers, the organization, structure, and grammar
are not flawed, but the ideas and how they are developed need work. In yet
other C papers, there are only a few technical errors and the organization
and ideas are adequate but not noteworthy. In college a C paper is fine.
Evaluating Students’ Written Work
331
D: A piece of work that demonstrates some effort on the author’s part
but that is too marred by technical problems or flaws in thinking and
development of ideas to be considered competent work.
F: This is a failing grade, usually reserved for pieces of work that demonstrate minimal effort on the author’s part. The writer has drastically misinterpreted the assignment and written half as many words as requested.
Paragraph breaks are random; subjects and verbs, pronouns and antecedents turn against one another in wild discord. Plagiarism falls into this category. Most instructors consider it unproductive to give an F to a student who
has made a sincere attempt; a D is a more appropriate grade in such a case.
Watch out for extraneous factors that may affect your grading. Try not to let
the length of the paper or its appearance unfairly influence the grade. Make sure
you’re not being overly harsh on a paper solely because the student’s point of view
disagrees with yours. Avoid being overly generous by reading into the paper ideas
that are not on the page. Separate your sympathy for a student from your assessment of the student’s paper. (Source: Culham and Spandell, 1993)
Returning Assignments
Return papers at the end of class. If you return papers at the beginning of class,
students will read your comments rather than pay attention to what is happening
in class. Before returning papers, let students know when your next office hours
are scheduled. If a student has a strong objection to the grade you gave, suggest
that he or she wait a day before seeing you and take time to compose complaints
or questions.
Give students an overall sense of the class’s performance. When you hand back
papers, comment on the set as a whole. If several students made the same kinds
of errors, share information about the problem with the entire class. Tell students
what you would like to see in future assignments, and reinforce the importance
of writing as a way of learning the subject matter. It is also helpful to take time to
read a particularly strong paper to the class.
Ask students to comment on the assignment. Inquire about the difficulties stu-
dents had with the assignment and their suggestions for improving it.
Allow some rewrites. Allowing students to rewrite a paper and have it regraded
can make the evaluation process more instructive. Students will tend to pay more
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Strengthening Students’ Writing and Problem-Solving Skills
attention to your comments when they have a chance to revise. Set a firm deadline
for revisions and establish guidelines on what constitutes a rewrite. Ask that students submit both the original paper and their revision.
Portfolios
In courses with multiple writing assignments, ask students to submit
portfolios. A portfolio is a student-selected collection of written assignments and
exams that allows others to make judgments about the student’s abilities (Annis
and Jones, 1995). Portfolios can show growth or change over time, highlight
strengths and weaknesses, or showcase best work. The most important component
of a portfolio is the reflective essay that students prepare to accompany the work.
This essay encourages students to assess on their progress as learners by discussing
the following kinds of questions (adapted from Zubizarreta, 2004, p. 8):
•
•
•
•
•
What did I learn?
Is this what I thought I would learn?
What have I learned that I didn’t expect?
Will what I learned affect my study habits or educational goals?
What have I discovered about the way I learn or about my strengths and areas
for improvement?
A less time-consuming process would call for students to identify their two
best pieces of writing and fill out a short reflective questionnaire.
Decide whether to grade the portfolio. You do not need to grade portfolios that
contain assignments that have already been graded. If you decide you want to
give a grade, let students know what criteria you will use.
For nontext assignments, create e-portfolios. Electronic portfolios allow students to collect text, video, photographs, audio, and other multimedia materials.
E-portfolios also make it easier to organize and share work for purposes beyond
a single course. The Conference on College Composition and Communication
(2007) has issued guidelines on e-portfolios.
References
Andrade, H. G. “Teaching with Rubrics: The Good, the Bad, and the Ugly.” College Teaching,
2005, 53(1), 27–30.
Evaluating Students’ Written Work
333
Annis, L., and Jones, C. Student Portfolios: Their Objectives, Development and Use. In
P. Seldin (Ed.), Improving College Teaching. San Francisco: Jossey-Bass, 1995.
Arter, J., and McTighe, J. Scoring Rubrics in the Classroom. Thousand Oaks, CA: Corwin Press,
2001.
Beason, L. “Feedback and Revision in Writing across the Curriculum Classes.” Research in the
Teaching of English, 1993, 27(4), 395–422.
Bednarski, M. “Assessing Performance Tasks: Guidelines for Developing Objective Scoring
Rubrics.” The Science Teacher, 2003, 70(4), 34–37.
Bell, S. “Grading Papers Online.” Teaching English in the Two-Year College, 2002, 30(2), 198–199.
Conference on College Composition and Communication. “Principles and Practices in
Electronic Portfolios.” Nov. 2007. http://www.ncte.org/cccc/announcements/128846.htm
Crews, F. English 1A-1B Instructor’s Manual. Berkeley: Department of English, University of
California, 1983.
Culham, R., and Spandel, V. Problems and Pitfalls Encountered by Raters. Portland, OR:
Northwest Regional Educational Laboratory, 1993. http://research.cps.k12.il.us/cps/
accountweb/Assessment/IdeasandRubrics/Introduction/Using.html
Dornsife, R. S. “Five Ways to Improve Written Responses to Student Work.” The National
Teaching and Learning Forum, 1993, 2(5), 4–5.
Dyrud, M. A. “Preserving Sanity by Simplifying Grading.” Business Communication Quarterly,
2003, 66(1), 78–85.
Elbow, P., and Sorcinelli, M. D. How to Enhance Learning by Using High-Stakes and LowStakes Writing. In W. J. McKeachie and M. Svinicki, McKeachie’s Teaching Tips. (12th ed.)
Boston: Houghton Mifflin, 2006.
Holt, D. “Holistic Scoring in Many Disciplines.” College Teaching, 1993, 41(2), 71–74.
Holt, S. L. “Responding to Grammar Errors.” New Directions for Teaching and Learning, no. 70.
San Francisco: Jossey-Bass, 1997.
Kluger, A. N., and DeNisi, A. “The Effect of Feedback Interventions on Performance:
A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory.”
Psychological Bulletin, 1996, 119(2), 254–284.
Light, R. J. The Harvard Assessment Seminars, Second Report. Cambridge, MA: School of
Education, Harvard University, 1992.
O’Keefe, R. D. “Comment Codes: Improving Turnaround Time for Student Reports.”
College Teaching, Fall 1996, 44(4), 137–138.
Pitts, S. E. “‘Testing, Testing . . .’ How Do Students Use Written Feedback?” Active Learning in
Higher Education, 2005, 6(3), 218–229.
Ransdell, D. R. “Directive versus Facilitative Commentary.” Teaching English in the Two-Year
College, 1999, 26(3), 269–276.
Rodgers, M. L. “How Holistic Scoring Kept Writing Alive in Chemistry.” College Teaching,
1995, 43(1), 19–22.
Shepard, L. A. Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement. (4th
ed.) Westport, CT: American Council on Education/Praeger, 2006.
Smith, S. “The Genre of the End Comment: Conventions in Teacher Responses to Student
Writing.” College Composition and Communication, 1997, 48(2), 249–268.
Speck, B. W. Grading Students’ Classroom Writing: Issues and Strategies. ASHE-ERIC Higher
Education Report, 2000, 27(3), 2000.
Stevens, D. D., and Levi, A. J. Introduction to Rubrics: An Assessment Tool to Save Grading Time,
Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus, 2005.
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Still, B. “Talking to Students: Embedded Voice Commenting as a Tool for Critiquing
Student Writing.” Journal of Business and Technical Communication, 2006, 20(4), 460–475.
Straub, R. “Students’ Reactions to Teacher Comments: An Exploratory Study.” Research in the
Teaching of English, 1997, 31(1), 91–119.
Straub, R. The Practice of Response: Strategies for Commenting on Student Writing. Cresskill, NJ:
Hampton Press, 2000.
Tollefson, S. K. Encouraging Student Writing. Berkeley: Office of Educational Development,
University of California, 2002. http://teaching.berkeley.edu/publications.html
Walvoord, B. E., and Anderson, V. J. Effective Grading: A Tool for Learning and Assessment. San
Francisco: Jossey-Bass, 1998.
Weaver, M. “Do Students Value Feedback? Student Perceptions of Tutors’ Written
Responses.” Assessment and Evaluation in Higher Education, 2006, 31(3), 379–394.
Zeiser, P. A. “Teaching Process and Product: Crafting and Responding to Student Writing
Assignments.” PS: Political Science and Politics, 1999, 32(3), 593–595.
Zubizarreta, J. The Learning Portfolio: Reflective Practice for Improving Student Learning.
San Francisco: Jossey-Bass, 2004.
37
Homework: Problem Sets
There are several advantages to having students turn in problem sets or short
homework assignments throughout the term:
• Students become accustomed to regular, systematic study and tend to
procrastinate less.
• Students come to understand the kinds of problems they should be able to
solve.
• The assignments give you continual opportunities to see how your students
are doing.
If you assign homework, Wankat and Oreovicz (2003) advise that the homework assignments account for 10 to 15 percent of a student’s course grade. If
homework counts for less, some students will ignore the assignments. If it counts
for more, some students may be tempted to cheat.
You will also want to ask students how long the homework is taking them.
Depending on their answers, you may want to adjust the amount of homework you
assign or discuss more effective study habits and problem-solving techniques.
General Strategies
Distribute the work load evenly throughout the term. Try to pace assignments
so that students do not have massive amounts of homework during the last weeks
of the term or immediately before or after a midterm.
Decide when you want to announce homework assignments. Some faculty
distribute the entire set of assignments for the term on the first day of class so
that students can plan their schedules. Other faculty announce one assignment
at a time, which allows them to modify assignments to suit the pace and ability
of the class. Still others list the due dates for assignments in the syllabus but make
the specific assignments as the term proceeds. You should also decide whether
you prefer making assignments at the beginning of the class meetings or close to
the end. Whatever you decide, make it clear to students when assignments will be
available, when they will be due, and what they will entail.
335
336
Strengthening Students’ Writing and Problem-Solving Skills
Convey the goal of each assignment. Students will be more motivated to work
hard on the assignments if you explain the purpose of homework and its relation
to the goals of the course. What will students learn by completing the problem
sets? How do the problem sets reinforce other aspects of the course? How do the
problem sets relate to midterms and the final exam?
Limit the amount of class time devoted to reviewing homework. An instruc-
tor going over homework problems may discourage students from doing difficult
problems on their own. Moreover, students who are shown a solution and then
asked to solve a similar problem sometimes still cannot solve the problem on their
own. If you do review homework during class, ask students to step up to the board
and demonstrate how they have solved a problem. (Source: Dominowksi, 2002)
Preparing Problem Sets
Make the first assignment a review. In the first assignment, include material
that students should have learned in prerequisite courses. Use the assignment to
determine whether each student is adequately prepared to succeed in your course.
Ask inadequately prepared students to delay entry into your course or direct them
to resources to address gaps in their knowledge.
Coordinate problem sets with course topics. Do not confuse or frustrate your
students by making assignments that require information, skills, or techniques
they have not yet acquired in class. If the course topics and homework diverge,
explain your rationale to the class.
Try to create meaningful assignments. Students approach homework with more
interest if they can see the assignment’s applicability and relevance.
Be selective in your choice of problems. Include a reasonable mix of routine
exercises and more challenging problems, but avoid excessively tricky problems.
Try not to assign difficult problems too early in the term; early failure or frustration may reduce students’ motivation to work hard on later problems. Reinforce
students’ learning by covering a concept or topic in at least two assignments.
Cull problem sets from a variety of sources. Look for items online and in instructor’s copies of textbooks in the subject area. You could also exchange problem sets
with colleagues at other institutions. Some faculty members ask students to submit
problems for future assignments.
Homework: Problem Sets
337
Vary the type of homework you assign. For example, two or three times during
the term give students the assignment of summarizing the key concepts, principles, or formulas in the course up to that point. Summarizing helps students
synthesize course material, focus on the larger context of the course, and distinguish between important and less important material.
Divide homework into “hand-in” and “also-do” problems. Collect the “handin” problems, but let students know that the “also-do” problems might appear on
the midterm or the final exam. (Source: Reznick, 1985)
If possible, do all the problems yourself before giving them to students. By doing
the assignment yourself, you can see what is required to complete the problem sets
and what difficulties students might have. You will also be able to catch any errors
in the instructions, problems, and data. Try to work on the problem sets a week or
two before your students do. If you complete all the assignments before the course
starts, you may not remember the problems well enough to advise students.
Helping Students Learn How to Solve Problems
Have students work collaboratively on sample problems in class. Students can
learn from each other by working together, and group work can benefit students
of differing dispositions and abilities. See Chapter 21, “Learning in Groups.”
(Sources: Baker and Campbell, 2005; Wieschenberg, 1994)
Let students do homework in groups outside class. Some faculty try to mini-
mize dishonest copying by forbidding collaborative work, but such policies deprive
students of the benefits of peer learning. Some faculty encourage students to
discuss the problem sets but require students to write up their work independently.
(Source: Wankat and Oreovicz, 2003)
Tell your students about your own problem-solving process and techniques.
Discuss how you think about a problem before you decide on an approach to
solving it, how you classify problems in terms of underlying principles, how you
separate important from unimportant information, and how you monitor your
performance and progress. Try to direct students’ attention to the process rather
than the solution, including how you proceed when you feel stuck—and how you
decide whether you are stuck. (Sources: Anderson, 1993; Bransford et al., 2000)
Be sensitive to the differences between expert and novice problem solvers. As an
instructor, by definition, you have developed expertise that your students may lack.
338
Strengthening Students’ Writing and Problem-Solving Skills
Research shows that compared to novices, experts have more extensive content
knowledge; can flexibly retrieve important aspects of their knowledge effortlessly,
with little conscious attention; have greater access to a wide repertory of skills;
spend more time planning and analyzing the problem; can more easily recognize
features and patterns in information; can reduce complex problems to manageable sizes by separating relevant from irrelevant information; classify problems
according to an underlying structure or conceptualization; know when additional
information is needed; consider an array of alternatives before deciding on a
course of action; and more carefully self-monitor their own understanding and
performance.
Students move from novice toward developing competency through a series
of learning processes. Help students accomplish the following (adapted from
Bransford et al., 2000, pp. 237–238):
•
•
•
•
•
•
relate the knowledge they possess to new knowledge
organize information in ways that support their abilities to remember
go beyond the information that is given to draw inferences and conclusions
understand under what conditions knowledge applies
make estimates and “educated guesses”
regulate their own processes and change strategies as necessary
Teach students how to solve problems. First published in 1945 and continuously
in print, Polya’s classic How to Solve It (2004) is the starting point for most advice
on problem solving. Polya discusses problem-solving options at each of four basic
steps: understanding the problem, making a plan, carrying out the plan, and
looking back. The following suggestions for problem solving are adapted from
Bransford, Brown, and Cocking (2000); Brown and Atkins (1988); Davidson and
Ambrose (1994); Dominowski (2002); Freisem, Messemer, and Jacobson (2005);
and Polya (2004):
•
•
•
•
•
•
•
•
Read and carefully reread the problem description.
Write out the information specifically requested by the problem.
Restate the problem in your own words.
List all the givens, both explicit and implicit.
Look twice at words that might be misinterpreted.
Distinguish the key points; identify what is important and what is unimportant.
Try to explain the problem to someone else.
Examine similar kinds of problems worked out by others or similar problems
you have solved successfully.
Homework: Problem Sets
339
• Brainstorm; there may be more than one way to solve a problem.
• Study the problem; then leave it and come back to it later.
• Make a flowchart with yes/no options, draw a diagram, or represent the problem graphically or mathematically.
• Break the problem into smaller parts.
• Do the easiest parts or steps first.
• Make a rough approximation of what the solution should look like.
• Systematically use trial and error.
• Think about your problem-solving strategy (metacognition) instead of thinking
about the problem.
• Verbalize as you solve the problem.
• Be persistent in the face of frustration; few problems are easily solved.
• Keep a relaxed, calm, but alert mental state. Don’t let frustration, anger, or
negative feelings cloud your thinking.
• After you have solved the problem, review your solution:
• Verbally summarize the solution to reinforce what you have learned.
• Check to see whether there is a simpler or alternative method.
• Identify what class of problems you now can solve.
Ask students to go beyond the solution. A mathematics professor gives students
the following assignment: “Choose any one of the problems you have already
solved, and explain in complete sentences, step-by-step, exactly how you solved the
problem.” You can use these explanations to better understand your students’ thinking processes and problem-solving strategies. You could also assign students to serve,
on a rotating basis, as “resident experts” for each week’s homework problems. Or
you can ask them to discuss or write about strategies they use to become unstuck.
(Sources: Angelo, 1991; Tripp, 1998)
Collecting Homework
Set clear policies for assignments. Some faculty penalize late work by a fixed
number of points for each day that the work is late unless the student has a
compelling reason for missing a deadline. Other faculty announce that a student’s
one or two worst homework grades will not be counted. Some faculty give students two days’ grace during the term, which students can use to turn in one
assignment two days late or two assignments each a day late.
If you are collecting hard copy, make the assignment due at the beginning of
class. If you accept homework up to the end of the period, students may come
late to class.
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Strengthening Students’ Writing and Problem-Solving Skills
Grading
Grade only a sample of the homework. You could collect all the homework
but grade only one or two problems per set, or collect two or three problems
a week for grading, or give a short quiz on selected problems and grade those.
Some faculty ask their students to place all their homework in a notebook or an
online file, which is called in for checking every few weeks. For assignments you
do not grade, post an answer sheet after the homework is due so that students
can check their work.
Check a student’s method as well as the answer. When you grade students’
homework, write a brief comment to praise something that is especially good.
If the solution is incorrect, identify the error or suggest a better approach. If a
student solves a problem with a method different from the one you would have
chosen, make sure that a correct answer does not conceal conceptual or logical
errors. Some students may come up with creative or inventive solutions. Even
when a student’s method is acceptable, you might mention simpler or more powerful methods.
Reward progress. Decide how to score answers that are partially correct. Try to
reward students who chose the correct concepts or methods, even if they committed errors in their calculation. One faculty member assigns a “0” if the problem is
less than one-third complete; a “1” if it is one-third to two-thirds complete; and a
“2” if it is more than two-thirds finished. (Source: Wieschenberg, 1994)
Return homework promptly. Try to return homework or post the answers by
the next class session so that students will have a current sense of what they have
not yet mastered.
References
Anderson, J. R. “Problem Solving and Learning.” American Psychologist, 1993, 48(1), 35–44.
Angelo, T. A. Ten Easy Pieces: Assessing Higher Learning in Four Dimensions. In T. A.
Angelo (Ed.), Classroom Research: Early Lessons from Success. New Directions for Teaching and
Learning, no. 46. San Francisco: Jossey-Bass, 1991.
Baker, D. F., and Campbell, C. M. “When Is There Strength in Numbers? A Study of
Undergraduate Task Groups.” College Teaching, 2005, 53(1), 14–18.
Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.). How People Learn: Brain, Mind,
Experience, and School. Washington, DC: National Academy Press, 2000.
Brown, G., and Atkins, M. Effective Teaching in Higher Education. London: Methuen, 1998.
Homework: Problem Sets
341
Davidson, C. I., and Ambrose, S. A. The New Professor’s Handbook: A Guide to Teaching and
Research in Engineering and Science. San Francisco: Jossey-Bass, 1994.
Dominowski, R. L. Teaching Undergraduates. Mahwah, NJ: Erlbaum, 2002.
Freisem, K., Messemer, C., and Jacobson, W. H. Aligning in Math, Science and Engineering
Courses. In D. H. Wulff (Ed.), Aligning for Learning: Strategies for Teaching Effectiveness. San
Francisco: Jossey-Bass, 2005.
Polya, G. How to Solve It: A New Aspect of Mathematical Method. Princeton, NJ: Princeton
University Press, 2004.
Reznick, B. A. Chalking It Up: Advice to a New TA. New York: Random House, 1985.
Tripp, J. S. “Getting Students to Do Homework.” The Mathematics Teacher, 1998, 91(6),
478–479.
Wankat, P., and Oreovicz, F. “Teaching: Getting Homework to Work.” ASEE PRISM, 2003,
12(6).
Wieschenberg, A. A. “Overcoming Conditioned Helplessness in Mathematics.” College
Teaching, 1994, 42(2).
Part VIII
Testing and Grading
38.
Promoting Academic Honesty
39.
Quizzes, Tests, and Exams
40.
Allaying Students’ Anxieties about Tests
41.
Multiple-Choice and Matching Tests
42.
Short-Answer and Essay Tests
43.
Grading Practices
44.
Calculating and Assigning Grades
38
Promoting Academic
Honesty
In surveys, one-half to nearly three-quarters of college students admit to having
cheated at least once during their academic career (Cizek, 1999; Lang, 2008;
Maramark and Maline, 1993; McCabe and Trevino, 1996). Students explain their
dishonest behavior in various ways: they cheat in response to pressures to get good
grades, or in an effort to cope with classes that seem unfair or too demanding, or
because they are uncertain about the line between acceptable and unacceptable
conduct, or when they feel that their instructors are uncaring or indifferent to
their own teaching or students’ learning. Procrastination, carelessness, panic in
the face of deadlines, peer pressure to support a friend, or belief that everyone
does it are other reasons students may cheat.
Some of these factors are beyond an instructor’s control, but you can take
several steps to promote academic honesty (adapted from Aiken, 1991; Davis
et al., 1992; Roberts and Rabinowitz, 1992; Whitley, 1998):
• State the standards for scholarship and conduct. Put these standards in the
syllabus and discuss them in class.
• Explain how cheating harms students and describe campus sanctions for
dishonesty.
• Structure your course so that students will not be tempted to lie (for example,
allow students to miss one quiz without penalty).
• Take visible precautions to detect cheating; let students see that you will not
tolerate unethical conduct.
• If cheating occurs, respond swiftly.
General Strategies
Discuss standards of academic honesty at the beginning of the term. General
admonitions to “avoid cheating” are relatively ineffective. Help students distinguish between acceptable and unacceptable behavior by giving examples of
plagiarism, impermissible collaboration, and other practices. For example, is it
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plagiarism if students incorporate ideas from peers or tutors at the student learning center? Is it okay for students to work with friends on homework assignments?
Discuss university policies, procedures, and penalties for academic violations.
Explain the rationale for proper citations of others’ work. Ask students to think
about how cheating “takes the place of and prevents learning” (Isserman, 2003).
Open the floor to a discussion on questions such as Why should each of us care
about academic integrity? or What type of academic environment inspires ethical
conduct? (Sources: Landau et al., 2002; Lipson and Reindl, 2003)
Distribute institutional policies. Some colleges and departments produce hand-
outs that include definitions of honest and dishonest conduct, and they require
students to sign a statement that they have understood the material. Here are sample definitions from one department at the University of California at Berkeley:
Cheating means getting unauthorized help on an assignment, quiz, or
examination. (1) You must not receive from any other student or give to any
other student any information, answers, or help during an exam. (2) You must
not use unauthorized sources for answers during an exam. You must not take
notes, books, cell phones, PDAs, calculators, laptops, or other technological
devices to the exam when such aids are forbidden, and you must not refer to
any book, notes, or aids while you are taking the exam unless the instructor
indicates it is an “open book” exam. (3) You must not obtain exam questions
illegally before an exam or tamper with an exam after it has been corrected.
Plagiarism means submitting work as your own that is someone else’s. For
example, copying material from a book, the web, or other sources without
acknowledging that the words or ideas are someone else’s and not your own
is plagiarism. If you copy an author’s words exactly, treat the passage as a
direct quotation and supply the appropriate citation. If you use someone else’s
ideas, even if you paraphrase the wording, appropriate credit should be given.
You have committed plagiarism if you purchase a term paper online or from
another student, copy a paper from someone who has previously taken the
course, download a paper from the web, or submit a paper as your own that
you did not write.
Include information about academic integrity in your syllabus. Some faculty
distribute a brief statement about the importance of academic integrity, excerpts
from their institution’s policy on academic dishonesty, definitions of permissible
and impermissible collaboration, and information about sanctions (“If you are
found to have cheated on homework or an exam, you will receive an F on that
Promoting Academic Honesty
347
assignment”). Sample statements are posted on the Web site of the Center for
Advancement of Teaching at Rutgers University.
You may also wish to include the following information (adapted from Whitley
and Keith-Spiegel, 2002):
• a list of campus resources for students (counseling center, student learning
center, library workshops, tutoring programs)
• recommendations for resources that discuss how to cite reference works
• an invitation to report concerns about academic dishonesty: “Please come
to me with any concerns you have about the conduct of other students.
You will be helping me and everyone else in this class, and I will hold your
comments in complete confidence.”
• An invitation to discuss any questions about an assignment: “If you are having trouble with an assignment or if you are uncertain about permissible and
impermissible conduct, please come to me with your questions.”
Develop a classroom climate and group norms that support honesty. Students
are less apt to cheat when they feel that their instructor treats students fairly,
grades consistently, encourages and praises students’ contributions, promotes
group work, is accessible to students, and has good relationships with students.
You might also ask your class to vote to conduct exams under the honor system
(without proctors). Research shows lower levels of cheating on campuses that
have honor codes or modified honor codes and strong cultures of academic integrity. (Sources: McCabe and Pavela, 2000; McCabe et al., 2001; McKeachie and
Svinicki, 2006; Pulvers and Diekhoff, 1999; Whitley and Keith-Spiegel, 2002)
Ensure equal access to study materials. Establish a file (in the library or depart-
ment office or on the course Web site) for old homework assignments and exam
questions. Or attach a sample of past exam questions to the syllabus. (Source:
Singhal and Johnson, 1983)
Before exams, revisit the topic of academic integrity. Let students know your expec-
tations and the criteria you will use in evaluating their performance. Give them information about campus resources for help in studying and managing stress. Because
students are less likely to cheat if they know they can succeed without resorting to
dishonesty, give more rather than fewer tests and encourage students to discuss their
difficulties with you (see Chapter 40, “Allaying Students’ Anxieties about Tests,” and
Chapter 43, “Grading Practices”). Review students’ work throughout the term so that
they know that you know their abilities and achievement levels. (Sources: Eble, 1988;
Malehorn, 1983)
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Testing and Grading
Distinguish between fraudulent, legitimate, and unacceptable excuses.
A legitimate excuse is based on events beyond a student’s control; a fraudulent excuse is one fabricated to avoid an academic responsibility; an unacceptable excuse, such as forgetting when a paper was due, may be truthful
but is not a justifiable reason for failure to do the assigned task. Let students
know what you consider to be acceptable and unacceptable excuses, and tell
them that you may request proof. But try not to become so cynical that you
assume every excuse is an invention. Some faculty who give multiple exams
allow students to drop the lowest score. Students who miss a test for any
reason receive a zero and can just eliminate that score. Other faculty give a
single makeup test that any student can take and substitute that score for an
earlier exam. (Sources: Caron et al., 1992; Segal, 2000)
Assessing Students’ Understanding of Academic Norms
Give a quiz or exercise on academic conduct. The simplest quiz asks students to
indicate whether certain actions are acceptable or not (for example, collaborating
with others on an assignment, using the views of another without proper attribution, hiding library books). Iowa State, Indiana University, Penn State, and the
University of Southern California, among others, have developed formal online
tests, and Roig’s survey (1997) assesses students’ understanding of plagiarism
(reprinted in Cizek, 2003, pp. 98–99). Researchers (Landau et al., 2002) report
that students who receive feedback about their performance on the survey are
better able to detect plagiarism than students who don’t complete the survey.
An online tutorial developed at Dalhousie University discusses plagiarism and how to avoid it. Georgetown University’s online tutorial “Scholarly
Research and Academic Integrity Tutorial” is required for new students. A
Web search for “plagiarism tutorial” will yield other citations.
One faculty member gives students a for-credit assignment to define plagiarism. Unsigned excerpts from the responses are distributed in class, and a short
class discussion focuses on discrepancies among the definitions.
Give a homework assignment on plagiarism. One faculty member gives assignments in which students are presented with a redacted page of text from a draft
manuscript of a journal article (usually the first page) and asked to indicate where
citations are needed, for example, “Previous research has indicated . . . .” Students
who completed the citation homework assignments reported a better understanding of plagiarism and had fewer citation problems than a control group. (Source:
Schuetze, 2004)
Promoting Academic Honesty
349
Hold a class discussion on cheating. In a sociology course, a faculty member
asks students to write unsigned responses to the following questions: Have you ever
cheated in school or college? If yes, how would you explain your behavior? Why
did you cheat? What were the circumstances? Did you believe it was wrong at the
time? Students also indicate whether their responses can be shared with the class.
From those granting permission, the instructor reads a few responses aloud as part
of a class discussion. (Source: Brezina, 2000)
Gauge any special needs of international students. International students who
are new to your institution may be unaware of American academic norms. They
may have grown up with different beliefs about, for example, permissible collaboration or the value of copying or paraphrasing the words of respected authorities
(for example, copying—without attribution—may be viewed as a sign of respect
for and understanding of the work of an established scholar). You may need
to make a special effort to help these students. Researchers recommend giving
international students tips about the American classroom and the values placed
on individual effort, authorship, independent thought, and achievement. (Sources:
MacDonald, 2003; Whitley and Keith-Spiegel, 2002)
Defining Plagiarism
Clarify the distinctions between plagiarism, paraphrasing, and direct
citation. Give students examples of correct and incorrect ways to use others’
ideas and words. You might request permission to distribute the following example from The Random House Handbook, 6th ed., by Frederick Crews (New York:
McGraw-Hill, 1992, pp. 181–183):
Consider the following source and three ways that a student might be tempted
to make use of it:
Source: The joker in the European pack was Italy. For a time hopes were
entertained of her as a force against Germany, but these disappeared under
Mussolini. In 1935 Italy made a belated attempt to participate in the scramble
for Africa by invading Ethiopia. It was clearly a breach of the covenant of
the League of Nations for one of its members to attack another. France and
Great Britain, as great powers, Mediterranean powers, and African colonial
powers, were bound to take the lead against Italy at the league. But they did so
feebly and half-heartedly because they did not want to alienate a possible ally
against Germany. The result was the worst possible: the league failed to check
aggression, Ethiopia lost her independence, and Italy was alienated after all.
( J. M. Roberts, History of the World [New York: Knopf, 1976], p. 845.)
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Version A: Italy, one might say, was the joker in the European deck. When
she invaded Ethiopia, it was clearly a breach of the covenant of the League of
Nations; yet the efforts of England and France to take the lead against her were
feeble and half-hearted. It appears that those great powers had no wish to alienate
a possible ally against Hitler’s rearmed Germany.
Comment: Clearly plagiarism. Though the facts cited are public knowledge, the
stolen phrases aren’t. Note that the writer’s interweaving of his own words with
the source’s does not render him innocent of plagiarism.
Version B: Italy was the joker in the European deck. Under Mussolini in 1935,
she made a belated attempt to participate in the scramble for Africa by invading
Ethiopia. As J. M. Roberts points out, this violated the covenant of the League
of Nations. ( J. M. Roberts, History of the World [New York: Knopf, 1976], p. 845.)
But France and Britain, not wanting to alienate a possible ally against Germany,
put up only feeble and half-hearted opposition to the Ethiopian adventure. The
outcome, as Roberts observes, was “the worst possible: the league failed to check
aggression, Ethiopia lost her independence, and Italy was alienated after all.”
(Roberts, p. 845.)
Comment: Still plagiarism. The two correct citations of Roberts serve as a kind
of alibi for the appropriating of other, unacknowledged phrases. But the alibi has
no force: some of Roberts’ words are again being presented as the writer’s.
Version C: Much has been written about German rearmament and militarism
in the period 1933–1939. But Germany’s dominance in Europe was by no means
a foregone conclusion. The fact is that the balance of power might have been
tipped against Hitler if one or two things had turned out differently. Take Italy’s
gravitation toward an alliance with Germany, for example. That alliance seemed
so very far from inevitable that Britain and France actually muted their criticism of the Ethiopian invasion in the hope of remaining friends with Italy. They
opposed the Italians in the League of Nations, as J. M. Roberts observes, “feebly
and half-heartedly because they did not want to alienate a possible ally against
Germany.” (J. M. Roberts, History of the World [New York: Knopf, 1976], p. 845.)
Suppose Italy, France, and Britain had retained a certain common interest. Would
Hitler have been able to get away with his remarkable bluffing and bullying in
the later thirties?
Comment: No plagiarism. The writer has been influenced by the public facts
mentioned by Roberts, but he hasn’t tried to pass off Roberts’ conclusions as his
own. The one clear borrowing is properly acknowledged.
Discuss “recycling” and self-plagiarism. Remind students that they cannot
resubmit an old paper of theirs as a new product for your course. Ask students to
check with you if they have a paper or project that they want to use as the basis
Promoting Academic Honesty
351
for new work. Permissible activities might include reanalyzing old data using a
different method or taking the conclusions of an old paper as the springboard
for a new one.
As appropriate, distribute a paper from a term-paper mill. Hundreds of Web
sites exist selling thousands of papers. Consider purchasing one related to the
content of your course. Have students write a critique of the paper or share with
them your criteria on why the paper is not very good. Or distribute and discuss
Hansen’s essay (2004) that shows how poorly written downloaded papers can be.
You might also warn students about term-paper mills overcharging students. If
students complain, the service threatens to report them to school authorities.
(Source: Campbell et al., 2000)
Assigning Papers and Written Work
Assign specific topics. Create topics that are likely to require new research, that
stress thought and analysis more than recall of facts, and that are challenging but
not overwhelming. Topics that are too difficult invite cheating, as do boring,
trivial, and uninteresting topics (see Chapter 35, “Designing Effective Writing
Assignments”). Your choice of topics will not prevent dishonest students from
paying someone to write a paper, but you can make it hard for students to use a
paper mill or to resubmit their own or someone else’s paper if you, as appropriate, frame topics in the context of current events, local issues, or conferences or
symposia held on campus. You can also discourage cheating by assigning topics that require students to conduct interviews, undertake field research, solve
a problem, or compare the strengths and weaknesses of two related research
papers. Consider assignments that take the form of letters to authors, fictional
conversations between two authors or characters, or explanations of concepts
for a specific audience, such as a friend who knows nothing about the subject or
elementary school children. (Sources: Anson, 2003–04; Eble, 1988; Singhal and
Johnson, 1983; Sterngold, 2004)
Change the assignments for each offering of a course. Changing the topics
prevents students from resubmitting work done by former students.
Require specific references. If you require students to use particular sources (for
example, certain databases) or to cite at least one source that is no more than a
year old, students are unlikely to be able to meet your conditions with a purchased
or cut-and-paste paper.
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Testing and Grading
Give a short lecture on how to research and write a paper. Teach students the
skills they need to avoid plagiarism, and help them understand that writing is a difficult process and that struggling is natural. Remind students about the materials and
consultation services offered by the campus library and student learning center.
Assign one or more short papers. Short assignments—written in class or at
home—help students develop their writing skills and help you assess their abilities.
Also, if you assign a short paper early in the term, you will have a sample of each
student’s writing, which may help you spot a term paper that isn’t the student’s
own work. See Chapter 34, “Helping Students Write Better in All Courses.”
Break a major assignment into parts. Give students deadlines for each of
five steps: (1) stating a topic or a preliminary thesis, (2) compiling an annotated
bibliography, (3) producing research notes, (4) submitting an outline of the
paper, and (5) submitting a first draft. This approach helps students write better
papers and prevents them from procrastinating—or from downloading a paper.
In some courses, you might ask students to share their outlines and first drafts
with you, with the teaching assistant, or with each other.
Require submitted papers to be accompanied by selected cited sources. As
appropriate, ask students to submit photocopies of cited sources—the first page
of an article, book, or Web site—as well as copies of all pages containing passages
that they quote in their paper. Or tell students that you will select one bibliographic entry and ask them to produce that item.
Have students keep a research journal or log. Ask students to list the Web
searches they conducted (giving the keywords for each search), the journal databases they searched, the librarians they met with, and so on. For each entry, students indicate whether the effort was helpful or not. Or ask students to submit a
log of all the people—librarians, tutors at the learning center, graduate student
instructors, fellow students—who have commented on their work or drafts.
Have students write a short reflective essay about their experience in writing
the paper. Ask students to describe the most important thing they learned, how
they located sources, the dead ends they encountered, the sources that were most
or least helpful, how their ideas evolved, or how they developed the organizational
structure of the paper.
Ask students to sign a statement of authorship. Some faculty ask for a one-
sentence statement of authorship, and others use a checklist for each step of the
Promoting Academic Honesty
353
process. Some faculty, finding such statements off-putting, use a portion of class
time to develop a statement of authorship that reflects students’ shared standards
and common understandings.
Collect papers from students during class or have students turn in papers
online. If papers are turned in to a department or faculty office, consider using
locked mailboxes with slots for collection. If you ask students to submit papers
online, you have the potential of checking students’ work against the Web or
plagiarism databases.
Detecting Plagiarism
Be alert to telltale signs of plagiarism. A plagiarized paper may have formatting
inconsistent with what you requested, may contain odd sentences intermixed in
an otherwise coherent passage (the result of a student’s effort to customize the
paper), may include out-of-date references or citations to material not available in
your library, and may differ in writing style or quality from a student’s past work.
(Source: Lathrop and Foss, 2000)
Use a Web search to find plagiarized material. By copying a sentence or string
of words into a search field, you can see if the phrase appears elsewhere. For
instructions on how to use Web search engines or library databases of journal
articles to detect plagiarism, consult with your librarian.
Learn about campus policies, if any, on text - matching software. Text comparison for the detection of plagiarism is offered by commercial vendors
(for example, Turnitin.com, which uses third-party servers) and packaged as part
of learning management systems. Some campuses have site licenses for software; other colleges rely on the decisions of departments and individual faculty.
Faculty who decide to use the software should inform their students of their intentions. McGill University offers advice on what to say to students (www.mcgill
.ca/integrity/textmatching/). At some universities, students are encouraged to
submit their papers through the software on their own before turning their paper
in for a grade. Caution: Do not use free plagiarism-detection services that advertise
on the Web. Some of these sites purloin the papers you submit and sell them.
Text-matching software may have a strong deterrent effect, and it can save
instructors from having to do individual online searches to check for plagiarized
material. However, the vendors’ storage of student papers on non-university
servers (for future comparisons) raises concerns about intellectual property,
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Testing and Grading
copyright, and student privacy. Some faculty also believe that the use of the software introduces mistrust into the student-faculty relationship. And, of course, the
software cannot detect custom-written papers. (Sources: Hansen, 2003; Johnson
et al., 2004; Scanlon, 2003)
Developing and Administering Exams
Change exam questions as often as is practical. Ask students (and graduate
student instructors, if you have them) to submit questions, which you can then
adapt for future exams (see Chapter 39, “Quizzes, Tests, and Exams”). Be aware
of online test collection Web sites where students post and can read past exams and
answers. Some faculty argue that these sites could be used to cheat. Other faculty
are less concerned because students have always redistributed exams. The best
strategy is to make up new tests and keep your items fresh. (Source: Young, 2008)
For multiple-choice exams, use multiple forms. Scramble the order of the pages of
the exam (for example, page 2 before page 1 for some copies), or scramble the order
of the questions. To signify different test versions, print the first page with just the
course title and date on different colored paper. However, avoid using vividly colored
paper for the full exam since research shows that students perform best when tests are
printed on white paper or light pastels. (Sources: Skinner, 2004; Tal et al., 2008)
Safeguard your exams. Store electronic versions on a CD that is then kept in
a secure location. Never send an exam through e-mail. Keep hard copies in a
locked drawer or cabinet, and destroy extra copies.
Proctor the exam. Unless your institution or class is on an honor system, monitor
the test yourself or arrange for a proctor. During the exam, a proctor should walk
up and down the aisles and be alert for unusual behavior: sequences of hand and
feet positions or of tapping (to represent responses to multiple-choice questions),
surreptitious opening of books or trading of papers, or the use of electronic
devices. Cizek’s examples (1999) of student misconduct include a system of colorcoded M&Ms for signaling answers and the use of a gum wrapper as a crib sheet.
YouTube has clips giving students advice on ways to cheat.
Proctors should spend some time in the back of the room, so that students
who are thinking about cheating will have to turn around to see where the proctors are. Students are more likely to cheat when teaching assistants monitor
exams than when faculty are in the room. In large classes, cheating declines as the
Promoting Academic Honesty
355
number of proctors increases. (Sources: Davis et al., 1992; Kerkvliet and Sigmund,
1999; Singhal and Johnson, 1983)
Seat students randomly. Impose a seating scheme that will separate friends and
place students in alternate seats. Before the period begins, put the seating chart
on a data projector or overhead, so that students can find their assigned seat.
Have students place personal belongings on the floor rather than in empty seats.
If needed, requisition a second classroom.
In large classes, check student photo IDs. Let students know in advance (in the
syllabus and before the test) that you may check photo IDs against class lists to
be certain that each student takes his or her own exam. Students can place their
IDs on their desks while they take the exam or they can show it to the instructor
when they turn in their exam. If you don’t want to use photo IDs, seat students
by section so that graduate student instructors can determine whether all their
students are in attendance and that “ringers” are not taking tests. (Source: Whitley
and Keith-Spiegel, 2002)
Keep a seating chart. Hand out blue books or exams with prerecorded seat
numbers. In rooms without seat numbers, pick up the exams in the sequence of
rows. (Source: Singhal and Johnson, 1983)
Ban all electronic devices, except those required for the exam. Mobile phones,
PDAs, and programmable watches and pens can be used to hold, access, communicate, or disseminate information. Some faculty bring a large clock to class
or write “time remaining” on the board and ask students to remove their watches
and put them in their pockets. If students are allowed to use calculators, try to
make certain that the memories are cleared before students begin the exam. Some
faculty require students to buy a specific type of calculator so that students using
unapproved devices are easy to spot. Do not post any answer keys or explanations
on the Web until after the exam—dishonest students have used mobile phones to
ask friends to download answers from the Web and text message them during the
exam. (Source: Whitley and Keith-Spiegel, 2002)
Supply scratch paper. Some faculty do not allow students to use their own paper
or pages of their blue books.
Take action if you observe inappropriate behavior. Don’t let it go unchecked.
If you notice “wandering eyes,” whisper a warning to the student (“You may not
realize this, but your behavior makes it appear as if you are looking at another
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Testing and Grading
person’s test”), or direct the student to another seat. If you observe cheating, position yourself near the offenders to discourage them. Or make a general public
announcement: “Please do your own work.” If you have suspicions about students,
allow them to complete the exam, take notes on what you observe, and flag the
exam for close review. (Sources: Cizek, 1999; McKeachie and Svinicki, 2006)
Ask students to sign their exams indicating that the work is their own. Some
faculty have students write, sign, and date the following statement: “I have neither
given nor received help on this exam.”
Maintain order when students turn in their exams at the end of the period.
Require students to sign an attendance sheet when they turn in their exams, or
collect exams from students row by row. Count those present and make certain
that the number of examinees matches the number of exams—this will prevent
students who did not submit an exam from claiming that they did and that the
exam was later lost or misplaced.
Using Blue Books
Have students turn in blue books before the exam. Collect blue books at a preexam class meeting, check them, mark them with a code, and redistribute the blue
books at random on exam day. (Source: Whitley and Keith-Spiegel, 2002)
Require students to write only on one side of the blue book (left or right). Or
ask students to leave a certain number of pages blank at the beginning of their
blue books. This prevents students from filling the blue book with notes in advance
of the exam.
Examine all the blue books before leaving the classroom. In one scam, a student
pretended to take the test but submitted a blank blue book without a name on the
cover. The student then completed the test at home and dropped the completed blue
book in the hallway near the classroom or the professor’s office. When the blue book
was returned to the faculty member, he or she was supposed to assume that it slipped
out from the pile.
Scoring and Returning Exams
Clearly mark incorrect answers. Use a bold X or slash mark to indicate wrong
answers or blank spaces. The goal is to prevent students from changing answers
Promoting Academic Honesty
357
and claiming scoring errors. If you permit the regrading of exams, photocopy
the exams or quizzes of students who have previously asked for regrading before
returning their current test. (Source: Whitley and Keith-Spiegel, 2002)
Warn students about software that detects cheating on multiple - choice
tests. Error-analysis programs compare two students’ responses to determine the
probability that their answers are likely to be the result of chance and not copying. This procedure, however, is not absolutely reliable; some faculty rely solely
on the deterrent value of telling students that they may use the software. (Sources:
Bellezza and Bellezza, 1995; Cizek, 2003; Dwyer and Hecht, 1996; Whitley and
Keith-Spiegel, 2002)
Return exams and assignments in person. Maintain the security of graded exams:
do not leave them in the department office or on your desk for students to pick up.
For large-enrollment courses with graduate student instructors, return exams in section sessions. For large courses without graduate student instructors, use techniques
described in Chapter 14, “Preparing to Teach the Large-Enrollment Course.”
Handling Suspected Cases of Academic Dishonesty
Deal with the problem immediately. Addressing cases of academic dishonesty
can be stressful, unpleasant, and time consuming. Some faculty hesitate to act
because they fear lawsuits or retaliation, or they believe that campus policies are
unsupportive of faculty or that campus policies and sanctions are too lenient, too
harsh, too inflexible, or too arbitrary. But faculty who ignore cheating send the
wrong message to students, and students become demoralized if they are aware
of their instructors’ inaction. (Sources: Cizek, 2003; Hansen, 2003; Keith-Spiegel
et al., 1998; McCabe and Pavela, 2004; Tabachnick et al., 1991)
Follow your institution’s policies. Some colleges allow faculty to resolve cases
informally or formally, while other institutions require all cases to be reported
centrally. Informal resolutions tend to be less time consuming and stressful, and
they are preferred by most students. They also lead to immediate corrective action
(if the student violated standards of academic integrity), and allow for simple
resolution in cases where the problems were caused by misconceptions, ignorance,
or mistakes. Note even if you informally sanction a student, you may still want to
report the outcome centrally to your office of student judicial affairs. They keep
records and can identify chronic cheaters. (Sources: Gehring and Pavela, 1994;
Whitley and Keith-Spiegel, 2002)
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When you suspect cheating or plagiarism, call the student into your
office. Never impose a penalty without discussing the allegations with the stu-
dent. Meet with students individually, if more than one student is involved in an
incident. Talk with the student about your suspicions and listen carefully to his or
her response. Remember, of course, that a student is innocent until proven guilty.
Researchers recommend the following (adapted from Cizek, 2003; Stevens, 1996;
Whitley and Keith-Spiegel, 2002):
• If you are unsure about what to say, consult with an experienced colleague
or your department chair, or ask the campus student conduct office for
guidelines and procedures.
• Give the student a chance to acknowledge wrongdoing by asking, “Is there
anything you would like to say about this assignment or exam?”
• Explain your concerns. Treat the student with respect and fairness, but communicate the seriousness of the situation.
• Avoid using incendiary words. Instead of cheating or plagiarism, discuss copying
or insufficient citation of sources.
• Ask the student an open-ended nonaccusatory question: “Tell me about this
paper.” Listen carefully to the student’s explanation without interruption. In
many cases you will hear a mixture of pleas, excuses, and tales of hardship and
extenuating circumstances.
• If a student denies any wrongdoing, ask questions about specific aspects
of the paper or exam. For example, request definitions of terms, interpretations, or restatements of points made.
• If the student admits wrongdoing, explain the consequences and take whatever actions your institution prescribes.
• If the student does not admit wrongdoing, explain that the case will be
referred to the campus judicial affairs office for investigation.
• If the student becomes distraught, show some sympathy. If appropriate,
suggest a referral to the counseling center.
• Avoid taking notes when you meet with the student; should there be subsequent legal action, an incomplete record of what transpired is worse than no
record at all.
Decide on appropriate sanctions if a student admits guilt. Depending upon
your institution’s disciplinary procedures, you may have discretion on whether
to assign an F on the assignment or test, or to allow the student to write another
paper or take another test, or to drop the assignment or test when calculating the
student’s course grade, or devise your own sanction. For example, one faculty
member, after discovering that two students had submitted identical answers to
Promoting Academic Honesty
359
a take-home exam, graded one of the exams and gave each student one half of
the grade. Before making your decision on sanctions, you may want to ask your
department chair about campus practices and options. (Source: McKeachie and
Svinicki, 2006)
Do not automatically assign an F in the course. This is a severe punishment
that is best made as a result of a formal hearing process. (Source: Whitley and
Keith-Spiegel, 2002)
If you encounter more than one case of cheating in a course, raise your
concerns in class. One instructor who found several cases of plagiarism on an
assignment began class by saying, “I have read your papers. Would anyone like to
talk about honesty?” During the discussion, students asked questions, confronted
one another, talked about the effects of cheating on other students, and gave their
opinions on sanctions (some of which were quite severe). The discussion also
reinforced the notion of community standards. The instructor then returned the
papers and offered the students the opportunity to revise them.
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39
Quizzes, Tests, and Exams
Testing is an integral part of instruction, and well-designed tests serve four principal functions. First, tests can motivate students and help them structure their academic efforts. Researchers report that students study in ways that reflect how they
think they will be tested (Martínez, 1999; McKeachie and Svinicki, 2006; Wergin,
1988). If they expect an exam focused on facts, they will memorize details; if they
expect a test that will require problem solving or analysis, they will practice those
skills. Second, tests give students an indication of which topics or skills they have
not yet mastered and should concentrate on. Third, tests help instructors identify
students’ errors and misconceptions and adjust instruction to improve learning.
Fourth, tests help instructors document whether students are learning what they
are expected to learn. The following suggestions can enhance your ability to
design tests that are effective in motivating, measuring, and reinforcing learning.
A note on terminology: Most educators use exams to refer to midterms and
finals, in contrast to tests, which are more limited in scope and duration,
and quizzes, which are more limited still. In this chapter, however, test and
exam are used interchangeably, because the principles in planning, constructing, and administering them are similar.
General Strategies
Begin by focusing on learning outcomes. As you prepare a test, think about the
kinds of learning you want to assess: What do you want students to remember,
understand, apply, analyze, evaluate, or create? These outcomes will determine
the types of items, the range of difficulty of items, the length and time limits
for the test, the format and layout of the exam, and the scoring procedures.
View testing as an opportunity to understand your students’ intellectual
progress. In addition to determining whether students have correctly under-
stood the course content (mastery approach to testing), tests can explore how
students have mentally organized their knowledge and how students think about
the concepts being studied (cognitive approach to testing). See Chapter 32,
“Informally Assessing Students’ Learning” and Chapter 29, “Helping Students
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Quizzes, Tests, and Exams
363
Learn.” (Sources: Bain, 2004; Black and Wiliam, 1998; Carver, 2006; Means,
2006; Ramsden, 2003)
Decide what to assess. In some ways, testing defines the curriculum. Assessment
sends a message about the standards and amount of work required and about
which aspects of the course are most important. A first step in creating a test is to
identify the fundamental concepts and skills that define competence in the subject
at different stages of progress. To link these fundamentals to assessment, some
experts recommend creating a Table of Specifications, a grid that lists key knowledge or content down the side of the page and cognitive outcomes or competencies across the top (for example, remember, understand, apply, analyze, evaluate,
create). The task then is to create test items for each cell. (Sources: Brookhart,
1999; Connor-Greene, 2000; Jacobs and Chase, 1992; Ory and Ryan, 1993;
Payne, 2003; Ramsden, 2003)
Aim for validity and reliability. Validity refers to the soundness, trustworthiness,
or legitimacy of the inferences, decisions, or actions made on the basis of the
results of a test. Although people often speak about the “validity of a test,” tests
themselves are not valid or invalid. Validity concerns the adequacy and appropriateness of a specific interpretation of a test’s results. For example, the scores
on a writing test may have a high degree of validity for indicating the level of a
student’s composition skills, a moderate degree of validity for predicting success
in later composition courses, and no validity for predicting success in physics. For
classroom exams, a concern is whether the content of a test adequately samples
the content of the course so that an instructor can draw valid inferences about a
student’s competence based on a test score. An exam that consists of only three
relatively difficult problems, for example, will not yield valid inferences about
what students know.
Reliability is the extent to which test scores are dependable and consistent.
Are identical or nearly identical scores obtained, for example, when the test is
scored by different people? Statewide and nationwide tests rely on technical
procedures for determining reliability, but for general classroom tests, the best
advice is to write unambiguous questions, offer clear directions, and use objective scoring criteria. One other consideration: very short tests are likely to be
unreliable. (Sources: AERA, 1999; Miller et al., 2008; Moss et al., 2006)
Use a variety of testing formats. Students who have good learning skills and
are confident in their academic abilities often prefer essay tests, while students
with poor learning skills and those who are anxious prefer multiple-choice tests.
To give all your students an opportunity to do their best, use several types of
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questions. For best results, however, do not introduce a new format on the final
exam: if you have given multiple-choice quizzes and midterms, don’t ask students
to write an all-essay final. (Sources: Bridgeman and Morgan, 1996; Jacobs and
Chase, 1992; Lowman, 1995; McKeachie and Svinicki, 2006; Birenbaum
and Feldman, 1998)
Create questions that test skills other than recall. Research shows that most class-
room tests rely too heavily on students’ recall of information (Milton et al., 1986).
To measure a range of skills, write questions that use the following verbs (adapted
from Anderson et al., 2001; Fuhrmann and Grasha, 1983; Montepare, 2005):
• To measure knowledge (of terms, facts, principles, procedures): define, describe, identify, label, list, match, name, outline, reproduce, select, state, tabulate. Example: “List the
steps involved in determining the potential toxicity of a new drug.”
• To measure comprehension and understanding (explaining or interpreting the meaning of material): classify, convert, defend, distinguish, estimate, exemplify, explain, extend,
generalize, give examples, infer, interpret, predict, summarize. Example: “Summarize the
basic tenets of deconstructionism.”
• To measure application (using a concept or principle to solve a problem; applying
concepts and principles to new situations): apply, calculate, demonstrate, execute,
implement, modify, make use of, operate, prepare, produce, relate, show, solve, use. Example:
“Calculate the deflection of a beam under uniform loading.”
• To measure analysis (understanding the interrelationship of component parts; recognizing unstated assumptions or logical fallacies; distinguishing between facts
and inferences): analyze, attribute, diagram, differentiate, dissect, distinguish, illustrate,
infer, organize, point out, relate, select, separate, subdivide. Example: “In the president’s
State of the Union address, which statements are based on facts and which are
based on assumptions?”
• To measure evaluation (judging and assessing): appraise, assess, compare, conclude, contrast, convince, criticize, decide, describe, design, discriminate, disprove, evaluate, explain,
judge, justify, interpret, prove, recommend, support, theorize. Example: “Why is Bach’s
Mass in B Minor acknowledged as a classic?”
• To measure synthesis and creating (producing something new from component parts;
integrating learning from different areas; solving problems by creative thinking): construct, create, design, devise, explain, generate, imagine, organize, plan, produce,
rearrange, reconstruct, revise, tell. Example: “How would you restructure the school
day to reflect children’s development needs?”
Involve your graduate student instructors (GSIs) in designing exams. At the
least, ask your GSIs to read your draft of the exam and comment on it. Better still,
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365
involve them in creating the exam. Not only will they have useful suggestions, but
their participation in designing an exam will help them grade the exam.
Take precautions to avoid cheating. See Chapter 38, “Promoting Academic
Honesty.”
Types of Tests
Multiple-choice tests. Multiple-choice items can be used to measure both sim-
ple knowledge and complex concepts. Since students can answer multiple-choice
questions quickly, you can assess their mastery of many topics on a fifty-minute
exam. In addition, the items can be easily and reliably scored. Good multiplechoice questions are difficult to write, however; see Chapter 41, “Multiple-Choice
and Matching Tests,” for guidance on how to develop and administer this type
of test.
True-false tests. Because guessing will produce the correct answer half the time,
true-false tests are likely to produce high scores. Place true-false items in a separate
section, not interspersed with other types of items. Some faculty add an “explain”
column in which students write a sentence or two justifying their response.
Matching tests. The matching format is an effective way to test students’ recognition of the relationships between words and definitions, events and dates, categories and examples, and so on. See Chapter 41, “Multiple-Choice and Matching
Tests,” for suggestions about developing this type of test.
Essay tests. Essay tests require students to organize, integrate, and interpret
material, and to express themselves. See Chapter 42, “Short-Answer and Essay
Tests,” for guidelines on creating this type of test. Research indicates that students
study more efficiently for essay exams than for multiple-choice tests: students preparing for essay tests focus on broad issues, general concepts, and interrelationships rather than on specific details, and this approach results in somewhat better
test performance on all types of exam questions. Essay tests also give instructors
an opportunity to comment on students’ progress, the quality of their thinking,
the depth of their understanding, and the difficulties they are having. However,
because essay tests pose only a few questions, their content validity may be low.
In addition, the reliability of essay tests can be compromised by subjectivity or
inconsistencies in grading.
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A variation of an essay test asks students to correct sample essay answers.
One faculty member uses the following technique: Two weeks before the exam,
he distributes ten to twelve essay questions, which he discusses with students in
class. For the exam, he selects four of the questions and prepares well-written but
intellectually flawed answers for the students to edit, correct, expand, and refute.
The sample essays contain common misunderstandings, correct but incomplete
responses, and illogical inferences. (Source: McKeachie and Svinicki, 2006)
Short-answer tests. Short-answer questions can call for one or two sentences or
a long paragraph. Short-answer tests are easier to write than multiple-choice tests,
but they take longer to score. See Chapter 42, “Short-Answer and Essay Tests,”
for guidelines.
Problem sets. In mathematics and sciences courses, tests often include problem
sets. As a rule of thumb, allow students ten minutes to solve a problem you can
do in two minutes. See Chapter 37, “Homework: Problem Sets,” for advice on
creating and grading problem sets.
Oral exams. Oral exams are rarely used for undergraduates except in foreign
language classes. Most instructors find oral tests too time-consuming, too anxietyprovoking for students, and too difficult to score, even when the exam is recorded.
One math professor has experimented with individual thirty-minute oral tests in a
small undergraduate seminar. Students receive the questions in advance and are
allowed to drop one of their choosing, or they pick a question out of a hat. During
the oral exam, the professor probes students’ understanding of the theory and
underlying principles. A statistics professor administers fifteen-minute individual
oral exams. Students are told to pass on questions they cannot answer (saves time),
and their grade is determined not by the number of correct responses but by the
extent and level of their understanding. Instructors who give oral exams recommend taking a moment to put students at ease, arranging for informal seating,
being tactful when offering feedback, and letting students do most of the talking.
(Sources: O’Connor, 2004; Race et al., 2005)
Performance tests. Performance tests ask students to demonstrate proficiency
in conducting an experiment, executing a series of steps, following instructions,
creating drawings, manipulating materials or equipment, or reacting to real or
simulated situations. Performance tests can be administered individually or in
groups. They can be difficult to set up and hard to score, but performance tests
are appropriate in classes that require students to demonstrate skills (for example,
Quizzes, Tests, and Exams
367
health fields, the sciences, education). If you use performance tests, here are some
tips (adapted from Race et al., 2005):
• Specify the criteria that will be used for rating or scoring (for example, the level
of accuracy in performing the steps, or the time limit for completing a task).
• State the problem so that students know exactly what they are supposed
to do.
• Give students a chance to perform the task more than once or to perform
several task samples.
• Include a self-assessment.
Alternative Testing Modes
Take-home tests. Take-home tests allow students to work at their own pace
with access to books and materials. Take-home tests also accommodate longer
and more complex questions, without sacrificing valuable class time for exams.
Problem sets, short answers, and essays are the most appropriate items for takehome exams. Be wary of designing a take-home exam that is too difficult or an
exam that does not include limits on the length of the response (or time spent).
Also give explicit instructions on permissible and impermissible collaboration. For
example, can students consult community-driven knowledge sites where users ask
and answer questions of one another? A variation of a take-home test is to hand
out the questions a week or more in advance but have the students write their
answers in class. Some faculty hand out ten questions and announce that three
of them will appear on the exam.
Open-book tests. Open-book tests simulate the workplace, where people rou-
tinely use reference books and other resources to solve problems, prepare reports,
or write memos. Open-book tests are less stressful for students, but research shows
that students do not necessarily perform significantly better on open-book tests.
Open-book tests may reduce some students’ motivation to study, and some students perform poorly because they devote more time to consulting their references than to answering the test questions. If you offer open-book tests, specify
which resources are allowed and whether students will be able to use their laptops
during the exam. In order to prevent the improper use of e-mail or text messaging, some faculty propose an honor code for the exam. Faculty also recommend
warning students about spending too much time looking through reference materials. (Sources: Crooks, 1988; Golub, 2005; Ioannidou, 1997; Race et al., 2005;
Theophilides and Koutselini, 2000; White et al., 2001)
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Group exams. According to researchers, group exams offer three advantages:
group work promotes deeper understanding of the material, groups outperform
individuals, and group tests are less stressful.
Some faculty offer group testing as a stand-alone exam. For example, for a
fifty-minute in-class exam, they administer a multiple-choice test of twenty or
twenty-five items. On the first test of the semester, students are randomly divided
into groups (the most effective size is three to five students). On subsequent tests,
students could be assigned to groups in order to minimize differences between
group scores, or to balance talkative and quiet students, or to cluster students who
are performing at the same level. Each student receives the score of the group.
Another variation is to give a public, oral group exam where students answer questions individually but compete for points in teams.
Other faculty have students complete a test individually and then convene
as a group and submit a group exam. When the group score is higher than the
individual score of any member, bonus points are added to each individual score.
Or the instructor may blend the individual score (75 percent of the grade) and the
group score (25 percent of the grade). A variation is to have students work on a
set of test questions in groups outside of class but take the exam individually during class; in this technique, the in-class exam includes some items that appeared
on the group take-home set as well as new items. Another variation is to have
students take an individual exam, meet for group discussion, and then retake the
exam individually. The grade might be an average of the two scores, or the first
score plus bonus points based on the second score.
Faculty who use group exams offer the following tips:
• Give students practice working in groups before implementing group testing.
• Have students work individually on a problem and then compare results.
• Ask students to discuss each question fully and weigh the merits of each answer
rather than simply vote on an answer.
• Take steps to minimize “social loafing,” or free-riders who do not do their
share of the work.
• Ask each student to sign the group exam, verifying that it accurately reflects
the work of the group.
• Show students the distribution of their scores as individuals and as groups; in
most cases group scores will be higher than any single individual score.
(Sources: Hodges, 2004; Jensen et al., 2002; Morgan, 2003; Revere et al., 2008;
Shindler, 2004; Slusser and Erickson, 2006; Webb, 1997; Yuretich, 2003)
Paired testing. For paired testing, two students work on and submit a single exam.
Some students may be reluctant to share a grade, but good students will most
Quizzes, Tests, and Exams
369
likely earn the same grade they would have earned working alone. Researchers
report that students who take an exam with a partner of choice do significantly
better on later tests taken individually, compared to students who take all exams
solo. Paired testing can also reduce anxiety and cheating and increase confidence
and enjoyment of the course.
Pairs can be assigned in three ways: Random assignment breaks up cliques,
avoids “last chosen,” and prevents perceptions of instructor bias. Purposeful assignment pairs students based on level of achievement or other characteristics. In
self-selection, students choose their partners, which may ease some students’ anxiety
as well as relieve the teacher of responsibility if students attribute poor performance to their partner. If you have an odd number of students in class, decide
whether to form a triad or allow a student to work alone. For paired in-class testing, allow students enough time to confer and reach consensus. See Chapter 21,
“Learning in Groups.” (Sources: Muir and Tracy, 1999; Zimbardo et al., 2003)
Portfolios. A portfolio is a selection of coursework that a student assembles in
order to illustrate growth and accomplishment over the term. A portfolio might
include one or more papers (drafts and revisions), journal entries, essay exams,
lab reports, sketches, prototypes, or problem sets. The instructions for submitting
a portfolio should state the principles for selecting the pieces, the kinds of class
materials and acceptable media (hard copy, electronic files, audio, video, and so
on), and the minimum and maximum amount of material to submit. Some campuses encourage students to set up electronic portfolios on the institution’s server.
Some instructors grade portfolios pass/not pass. If you use letter grades, explain
the grading criteria when you make the assignment. (Sources: Jacobs and Chase,
1992; Race et al., 2005; Shermis and Daniels, 2002)
Online testing. For the most part, students’ scores on online tests are similar to
their scores on paper-and-pencil tests. Some students complain that online testing
prevents them from highlighting key terms and marking up the questions as they
think about the topic and their response. Students also dislike online tests that do
not allow them to skip items and return to them later.
When an online exam is to be graded, the test must be secure and resistant
to cheating. Options include using classrooms in which computers are monitored; using software that blocks access to information on a laptop, disk drive,
or network; and giving open-book exams. Keeping the online test short (ten
minutes or less) also minimizes the opportunities for cheating.
An excellent use for online testing is to provide practice quizzes that students take
while studying. Such quizzes are especially helpful because they provide students with
immediate feedback about their performance. Some learning management systems
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will prepare and administer these quizzes once an instructor has taken the time to
develop a bank of questions coded by topic, learning objective, and level of difficulty.
That initial investment of effort is repaid when the system generates individualized online quizzes; some systems even track how much time a student spends on
each question. If your learning management system does not have an online quiz
feature, some commercial software packages are available. (Sources: Brooks et al.,
2003; Brothen and Wambach, 2004; Daniel and Broida, 2004; Drasgow et al., 2006;
LoSchiavo and Shatz, 2002; Naglieri et al., 2004)
Constructing Effective Exams
Prepare new exams each time you teach a course. Though it is time consuming
to develop tests, a past exam will not reflect changes in how you presented the
material and the topics you emphasized this semester. One way to make sure
the exam reflects the current course is to write test questions at the end of each
class session or at the end of the week. When you write a new exam, consider
making copies of the old exam available to students.
Ask students to submit test questions. Faculty who solicit test questions from
students limit the number of items a student can receive credit for (say, two questions per exam), specify the question format (such as multiple choice or short
answer), and ask students to supply a citation from the readings or class notes for
the correct answer. Tell students that their questions must involve inductive or
deductive reasoning and synthesis of the material. Some faculty assemble all the
student-generated questions and answers into a database and encourage students
to use the database as a study tool. Others select or adapt students’ items for use
on exams. If you have a large-enrollment class, you can draw randomly from
the pool until you have enough questions for the exam. (Sources: Carroll, 2001;
Feldberg, 1999; Fellenz, 2004; Green, 1997; Hare, 1997)
Be cautious about using item banks from textbook publishers or found
online. Don’t take all your questions from the item bank. Some of the items may be
poorly written, or focused on trivial topics or on concepts that you did not emphasize. Some test banks are filled with quickly-dashed-off items that have not been
pretested. (Sources: Forsyth, 2003; Renner and Renner, 1999; Scialfa et al., 2001)
Make your tests cumulative. Cumulative tests require students to review material
they have already studied, thus reinforcing what they have learned. Cumulative
tests also give students a chance to integrate and synthesize course content.
Quizzes, Tests, and Exams
371
See Chapter 29, “Helping Students Learn.” (Sources: Bain, 2004; Halpern and
Hakel, 2003)
Look at online guides on test construction. Many universities offer online
guidelines for writing multiple-choice, true-false, matching, short-answer, and
essay questions. If your campus does not, look at the guidelines developed by the
University of Oregon or Illinois State University. The following guidelines apply
to all tests (adapted from McKeachie and Svinicki, 2006; Sechrest et al., 1999):
• Prepare clear instructions. Test your instructions by asking a colleague or a graduate student instructor (GSI) to read them.
• Include advice on how much time to spend on each section.
• Put some easy items first. Answering easier questions helps students calm their
nerves and feel more confident.
• Challenge your best students. Consider ending the exam with one very difficult
question—but not a trick question—to challenge your best students.
• Try out the timing. Allow about half a minute per item for true-false questions, one
minute per item for multiple-choice questions, two minutes per short-answer
question requiring a few sentences, ten or fifteen minutes for a limited essay
question, and about thirty minutes for a broader essay question. Allow another
five or ten minutes for students to review their work, and factor in time to distribute and collect the tests. Another rule of thumb is to allow students about
three or four times as long as it takes you (or a GSI) to complete the test.
• Attend to the layout. Use margins and line spacing that make the test easy to read. If
items are worth different numbers of points, indicate the point value next to each
item. Group similar types of items (such as true-false or multiple-choice questions) together. Remember that students will interpret the amount of space after
a short-answer question as an indicator of the length of the answer you expect.
Responding to Subpar Test Performance by the Entire Class
Ascertain whether the exam was faulty. If all or almost all of your students
performed poorly on a exam, look carefully at the exam: Were the directions
clear? Were the questions thoughtfully prepared—not too tricky and not open to
misinterpretation? Did the exam cover the assigned material? Did students have
enough time to complete the test?
Analyze why students performed so poorly. Look carefully at students’ answers.
Is there evidence that they are not reading the assigned material effectively or not
understanding classroom examples? What kinds of questions are students missing?
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Do not automatically raise each student’s score. Simply adding points to every
student’s score negates the meaning of the test. Students need to earn points
based on what they know and can demonstrate. Instead, you might decide to drop
each student’s lowest test score during the semester, or you might offer a makeup
test or assignment. (Source: PsychTeacher listserv)
Talk about the disappointing results with the class. Ask your students why they
think the class as a whole did poorly: shaky study habits? unrealistic expectations?
time pressure?
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40
Allaying Students’ Anxieties
about Tests
Anxiety can interfere with students ’ performance on tests. You can reduce
students’ anxiety by taking care in how you prepare students for an exam, how
you administer and return the test, and how you handle makeup tests. All students, but especially first-year students, can benefit from knowing what they will
be asked to do on an exam and under what conditions. Students will also feel
more relaxed and less intimidated if you provide reassurance and encouragement.
The suggestions that follow are designed to help you prepare your students to do
their best on tests.
General Strategies
Give students advice on how to study. Help students develop strategies for orga-
nizing and understanding the course material (adapted from Pressley et al., 1997;
Roediger and Karpicke, 2006):
• Show students how to identify important ideas in the readings, and let students
know the level of detail you expect them to remember.
• Describe the relative importance of the readings compared to the material
addressed in class.
• Give pointers on how to take notes and review them.
• Remind students to relate new information to material they already know.
• Provide practice test items or old exams.
• Help students analyze and improve their study habits.
Your student learning center will have additional suggestions. See also
Chapter 29, “Helping Students Learn.”
Encourage students to study in groups. According to researchers, students
who study in groups learn more than students who work alone; see Chapter 21,
“Learning in Groups.” (Sources: Millis and Cottell, 1998; Slavin, 1991)
375
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Testing and Grading
Provide accommodations, as needed, for students with disabilities. Students with a
documented disability are entitled to receive reasonable accommodations so that they
can demonstrate their skills and accomplishments. Common accommodations include
extended time to complete a test, oral presentation of a written test through assistive
software or a personal assistant, a modified test setting (a quiet room), and assistive technology such as magnifying equipment or a voice-activated computer. See
Chapter 6, “Students with Disabilities.” (Source: Cohen and Wollack, 2006)
Seek advice if a student asks for an accommodation because of test anxiety. Some
students may exhibit symptoms of severe test anxiety. Several courts have ruled that
test anxiety does not constitute a disability, but the best course is to ask staff in your
campus’s disabled student services program to determine whether a student’s test
anxiety warrants an accommodation. See Chapter 6, “Students with Disabilities.”
(Sources: “Test Anxiety May Not Be . . . ,” 2004; Zuriff, 1997)
Ask students how you can help them feel less anxious. Most often, students
will ask you to describe the test format, to offer a review session, or to provide
options for retesting or makeup testing if they perform poorly. (Source: Chapell
et al., 2005)
Approaches to Testing
Make the first test relatively easy. Research on motivation indicates that early
success in a course increases students’ motivation and confidence. (Sources:
Guskey, 1988; Lucas, 1990)
Give periodic tests and quizzes. Students learn more, remember more, and do
better on the final exam when they are tested throughout the term. Periodic testing also alleviates the pressure of the Big Exam, allows students to concentrate on
one chunk of material at a time, and enables students and instructors to monitor
academic progress. One faculty member gives frequent quizzes and a cumulative final exam that repeats items from the quizzes but with the response options
scrambled. Instructors who give short quizzes at the start of every class report that
students achieve significantly higher grades and retain the material longer than students who are not tested at each class session. However, such frequent testing runs
the risk of students focusing more on grades than learning. In addition, time spent
on testing is time taken away from other class activities. (Sources: Forsyth, 2003;
Kennedy et al., 2002; Landrum, 2007; Leeming, et al., 2002; Myers and Myers,
2007; Padilla-Walker, 2006; Roediger and Karpicke, 2006; Sporer, 2001)
Allaying Students’ Anxieties about Tests
377
Decide whether to give surprise quizzes. Research shows that surprise quizzes
can improve students’ performance, although they may unfairly penalize the student who picks the wrong day to come unprepared. Even though students don’t
like pop quizzes, they recognize that the quizzes help them keep up with their
studies. One faculty member gives extra credit for good performance on surprise
quizzes (called “extra credit exercises”) and ignores poor scores. The offer of extra
credit encourages class attendance and preparation. Quizzes also help students
gauge their progress and allow them to preview the kinds of questions they will
see on midterms and the final exam. Another faculty member announces that
there will be weekly quizzes but then flips a coin to see whether students complete
the quiz as individuals or as a group and receive a group grade. (Sources: Byrnes
and Byrnes, 2007; Graham, 1999; Snooks, 2004; Thorne, 2000)
Avert typical complaints about exams. Take steps to head off the four most
common student complaints about classroom tests: the tests are too difficult; they
do not match the content or level of the lectures or homework assignments;
they are badly written (for example, questions are unclear or cannot be answered
in the time available); and the test format came as a surprise. To address these
concerns, give students practice exams, develop test items that reflect the course
content, tell your students what you expect them to learn or be able to do, and
discuss the structure of the test (number of questions, multiple-choice or essay,
open or closed book). To gauge the length of the test, take it yourself and estimate
that students are likely to need triple the time it took you. (Source: Hativa, 2000)
Preparing Students for an Exam
Give a diagnostic test early in the term. An early diagnostic test alerts students
to the skills and knowledge they need to succeed in your class. Some faculty give a
knowledge survey in which students rate (on a three-point scale) their confidence
in their ability to correctly answer the question. (Sources: Nuhfer and Knipp,
2003; Ochs, 1998)
Post old exams. Reviewing past exams gives students clues about what to study.
Students can analyze old exams for format (length of test, number of points for
each type of question), types of questions, and level of difficulty.
Give or distribute practice exams. Practice tests help students gauge what
is expected of them. But practice tests are most effective when students take
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the tests, rather than read them as though they were study guides. (Source:
Balch, 1998)
Hand out the final exam on the first day of class. A faculty member in the
physical sciences gives students the thirty problems from which the final exam
will be drawn. A faculty member in the social sciences hands out fifty essay questions. In both cases, the class discusses the items during the term, and the final
exam consists of a subset of the items. Students know that if they can answer the
sample items, they will do well on the final exam, and they are relieved of weeks
of worrying about what will be on the final.
Schedule extra office hours before a test. Scheduling extra office hours during
the week before an exam gives students a chance to ask questions and review difficult points. Some instructors especially encourage study groups to visit during
these extra hours.
Schedule review sessions before the final exam. See Chapter 59, “The Last
Days of Class,” for advice on how to structure a review session.
Give students a dose of commonsense advice. Remind students to avoid cram-
ming, to get a good night’s sleep, to eat sensibly before the exam, and to arrive
early. (Sources: Beilock et al., 2004; Flippo et al., 2000)
Ask students to share their tips. Ask students to offer study strategies and tips,
and post these online for your class. In qualitative studies, top-performing students
report the following behaviors:
• Regularly attend class.
• Pay attention in class.
• Read strategically (skim; focus on introductions and conclusions), paying special attention to readings mentioned in class.
• Try to spread out studying, as opposed to cramming.
• Vary study activities: rereading texts and notes, rewriting class notes, highlighting and memorizing information, and posing questions about the material
while studying.
• Seek help from campus resources.
• Study in a quiet environment with few distractions and interruptions.
• Study with others who are well prepared and can help each other.
• Get enough sleep.
(Sources: Perlman et al., 2007; Van Etten et al., 1997)
Allaying Students’ Anxieties about Tests
379
Emphasize the importance of students rigorously monitoring their own
learning. Metacognitive monitoring—which experts define as the degree to
which learners are aware of how well they have or have not acquired skills and
knowledge—can be as important as the actual level of skills or knowledge they
have attained. People typically have little insight into their limitations and tend
to overestimate their expertise and talent. Students in particular have a poorly
defined metacognitive sense of how well prepared they are for an exam. See
Chapter 29, “Helping Students Learn.” (Sources: Koriat and Bjork, 2006; Peverly
et al., 2003)
Help students distinguish their academic emotions. Research shows that is okay
for students to feel some anxiety before a test. In fact, anxiety is less likely to
impact achievement than feelings of hopelessness and boredom. (Source: Pekrun
et al., 2002)
Let students know about campus resources. Many counseling centers offer
assistance to students who are feeling overwhelmed. Tell your students about the
services available on your campus.
Administering Tests
Administer the test yourself. You will want to be present to announce any correc-
tions (of typographical errors, for example) or changes in the exam. Your presence
can also motivate and reassure students and signal to them the importance of the
test. Arrive early on the day of the test to greet students as they enter the room
and answer last-minute questions, and stay late to talk with students. (Sources:
Jacobs and Chase, 1992; Lowman, 1995)
Read the instructions aloud at the beginning of class. Even if you write the
clearest of instructions, it is helpful to read them aloud to the class and answer
students’ questions about procedures.
Plan for contingencies and emergencies. Decide how you will respond to ques-
tions such as “What if I don’t finish?” or “What if I think two answers are correct?” or “What if I need to go to the restroom?”
You should also have a plan in case the exam is disrupted by a fire alarm.
Obviously, everyone must leave the building. Some faculty ask students to
take their exams with them and sit outside to complete them. Other faculty
ask students leave their exams on their desks. Whatever you decide, share the
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information on the syllabus and again before the test. Here is what one instructor
includes in the syllabus:
When a final exam is interrupted by a fire alarm:
• If the alarm is pulled after the exam has been underway for at least two
hours (for a three-hour final), the exam will be deemed complete, and I will
adjust the grading scale accordingly.
• If the alarm is pulled after the exam has been underway for less than 15
minutes, the exam will continue after the all-clear signal and our return to
the classroom.
• If the alarm is pulled at any other time, I will administer a new exam (time
and place to be announced).
When a midterm exam is interrupted by a fire alarm:
• The above procedures will apply except that if the evacuation lasts more
than 10–15 minutes, I will reschedule the midterm.
(Source: Listserv at UC Berkeley)
Minimize opportunities for cheating. Actively proctor exams, unless your institution is on the honor system. Be watchful, but don’t hover over the class. See
Chapter 38, “Promoting Academic Honesty,” for advice on ways to reduce cheating during exams.
If there is no clock in the room, keep students apprised of the time. At the
start of the exam write on the board the beginning time, the finishing time, and
the time remaining. Update the time remaining every twenty minutes or so,
and announce the last segment (“You have five minutes left”). Some faculty give
prompts during the test: “If you are not yet on question 5, you need to work a
little more quickly.” Enforce the finishing time; it is unfair to allow some students
to continue working when others must leave to go to another class.
Devote part of the session to reviewing the answers with students. One faculty
member gives a thirty-minute midterm in a fifty-minute class. Students turn in
their answer sheets after thirty minutes, but they keep the question sheet, and
the remaining class time is devoted to discussing the correct answers. A variation
on this technique is to divide the class into small groups and have them review
answers and then reconvene as a class to discuss areas of disagreement or confusion. Another faculty member distributes the answer sheet to the exam as students
exit the classroom.
Allaying Students’ Anxieties about Tests
381
Letting Students Show What They Know
Give students opportunities to explain their responses. Researchers report that
giving students space on the test to explain their responses to multiple-choice
items helps relieve students’ anxiety and reduces posttest complaints. Students
were directed to write a short justification for any answer they felt needed more
explanation or for questions they perceived to be tricky. The researchers noted
that students averaged less than one explanation per test over four tests. The
instructors added a point for a “good explanation of a wrong answer” and subtracted a point for “a bad explanation of a right answer.” The students’ explanations, both good and bad, can also be incorporated into a class discussion on
critical thinking. (Sources: Dodd and Leal, 1988; Kee, 1994; Nield and Wintre,
1986; Wallace and Williams, 2003)
Include one or more extra-credit questions. Give students the opportunity to
answer additional questions for extra credit at the end of the test.
Give partial credit. For multiple-choice tests, some faculty let students know that
they can select more than one answer but will have points deducted for incorrect
responses. Some faculty allow students to select only one response but give partial credit for a close but incorrect choice. Another way to give partial credit is to
use scratch-off technology as an alternative to optical scanning. With scratch-off
forms, the correct answer is indicated by a star underneath a waxy coating. All the
other alternatives are blank underneath the coating. For each question, the student
picks an answer and scratches off the coating. If the student’s selection is correct, a
star appears and the student moves to the next question. If the student’s selection is
wrong, a blank space appears. The student continues scratching alternatives until the
star is revealed. Students earn full credit for answering correctly on the first try. If it
takes them two or three tries to find the correct answer, they earn progressively less
credit. Faculty report that students seem to like scratch-off because it lets them know
right away the correct answer to every question, and because it gives them partial
credit. The downside is that it may take longer for students to complete the exam.
(Sources: Bush, 2001; Denyer and Hancock, 2002; Di Battista et al., 2004)
Let students “buy” information during the exam. Tell students that midway
through the exam they can ask you questions at the cost of losing points. For
example, asking whether an answer is right or wrong might cost one point; asking
for an equation or formula, two points; asking for a diagram setup, four points.
A faculty member in mathematics reports that half the class usually buys information to help them “unfreeze” on difficult problems. A chemistry professor gives
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Testing and Grading
every student a “test insurance page” in a lottery scratch-off format; the page
contains clues to answers, and each time a student scratches off a clue, points are
deducted from the test score. (Sources: Ellis, 1992; Gordon, 1988)
Decide whether to allow “crib sheets.” Some faculty allow students to prepare
one five-by-eight index card or one sheet of paper that they can consult during the exam. Crib sheets alleviate pretest anxiety, and they force students to
make decisions about which material is most important. The disadvantages are
that some students may study less, and others may fail to answer exam questions
appropriately because they simply transcribe what is on their crib sheet rather
than read the question carefully. Research shows that crib sheets make students
feel more confident but do not significantly facilitate learning or enhance exam
performance. If you allow crib sheets, researchers recommend that you tell your
students to treat crib sheets as a study aid, as a tool for reviewing and organizing
the material—not as a substitute for careful preparation. (Sources: Dickson and
Miller, 2005; Janick 1990; Vessey and Woodbury, 1992; White et al., 2001)
Ask students to write an unsigned evaluation of the exam. At the next class
session, some faculty ask students to give a letter grade to the content, format, and
fairness of the test, while others pose the following kinds of questions:
• Identify the questions you didn’t expect to see on the test.
• Were the questions clear enough that, even though you may not have known
the answer, you knew what was being asked?
• What questions confused you?
Encourage students to reflect on their test performance. Ask students to think
about their preparation, study habits, readiness for the exam, and changes they will
make in preparing for the next exam. For example, students can ask themselves,
What did I do well on and why? What did I do poorly on and why? What can I do
to improve on the next exam? (Sources: Aldrich, 2001; Kher et al., 2002)
Give students a second chance to learn. The following strategies offer students
an opportunity to raise their scores on multiple-choice tests:
• After students turn in their in-class, closed-book exam, they receive a second
copy to take home and complete as an open-book exam, including conferring
with other students. Both exams are scored, and students receive additional
points for correcting their incorrect answers.
• Several days after exams are scored and returned, students take a second test
that contains equivalent items. Both scores are used, with the lower score
weighted at, say, 25 percent and the higher score at 75 percent.
Allaying Students’ Anxieties about Tests
383
• Students have one week after receiving their scored exam to present a written
rebuttal for a specified number of incorrect answers. The rebuttal must include
citations from the readings and class notes that support the response they
selected. Students earn additional points for a persuasive rebuttal.
• Students have one week after receiving their scored exam to write explanations
for why the correct answer to a question is better than the incorrect option they
selected. Students earn additional points for thoughtful explanations.
(Sources: Deeter, 2003; Hamilton, 2003; Hare, 1997; Kottke, 2001; Montepare,
2005)
Returning Examinations
Explain that testing and assessment are part of learning. Help students view
assessment as part of the learning process, not as a reward or punishment: give
timely feedback, offer suggestions for improvement, and maintain a respectful
tone. (Source: Wiggins, 1998)
Return tests promptly. Most students are anxious to know how they have done,
and a quick turnaround also encourages relearning or corrective learning. Most
experts recommend that tests be returned within five days. Laws governing the
privacy and confidentiality of student records forbid the posting of grades by
name, initials, or student identification numbers, although instructors may post
grades by using a unique code known only by the instructor and the student.
Confidentiality and concerns about security also dictate that exams not be left
in a pile in the department office or circulated in a stack in class for students to
help themselves. Instead divide the tests into batches and have your graduate student instructor (GSI) or reader help distribute exams in different corners of the
room by calling out names. Or prepare folders or manila envelopes with students’
names and place these around the room for pick up. (Source: Lowman, 1995)
Use class time to discuss the overall results. Explain how the tests were graded
and the criteria you used. Indicate how the class performed as a whole, or show
the distribution of scores. Note which items were missed by many students, and
correct widespread misunderstandings. For essay tests, describe the elements of
a good answer and mention the most common problems. Some faculty read or
distribute unsigned excerpts from outstanding essays. For multiple-choice tests,
some faculty have students discuss the results in small groups. Having students
review exams in groups often takes less time than an instructor’s own review, and
students may enjoy it more. One faculty member gives students their grades prior
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Testing and Grading
to going over the exam in class so that they know their overall score but not which
specific items they missed. During class time, students discuss why they selected
the option they did, and then the instructor lets the class know the correct answer.
(Sources: McKeachie and Svinicki, 2006; Lucas, 2002; Wininger, 2005)
Give students advice on how to go over the exam on their own. Suggest they
look at missed questions to determine which came from the readings and which
from class notes. (Source: Weimer, 2002).
Schedule extra office hours after returning a test. Be prepared for students who
are unhappy about their grade:
• Ask students who want to discuss their grade to wait twenty - four hours
before coming to see you. This gives them a chance to reread the exam, cool
down, and prepare specific questions.
• Let students know that if they request a review of their test, the review
might result in a higher or a lower grade.
• Ask students to come with specific questions (not “Why is my grade so low?”).
Some faculty request that students prepare a brief paragraph or complete a
short form, which might be titled “Request to Review a Test Item,” expressing
their complaint and justifying the correctness of their answer with specific
reference to readings or class notes.
• Listen carefully to the student’s complaint. Do not interrupt to rebut each
point.
• Try to shift the focus of the discussion from grades to problem solving. Ask,
“What can we do to help you do better next time?” Help the student think
less about blaming you or the test and more about how to learn and study
more effectively.
• Don’t change a grade out of sympathy or compassion. Make a change only
if you made a clerical error or mistakenly evaluated a response.
• Set a one-week time limit for students to ask for a review of exam grades.
(Sources: Jacobs and Chase, 1992; Kher et al., 2002; Lucas, 2002; McKeachie
and Svinicki, 2006)
Arranging Makeup Tests
Decide whether to give makeup tests. The majority of students requesting
a makeup exam have reasonable needs, such as illness, family emergency, religious observance, or unavoidable travel for graduate school interviews or athletic
Allaying Students’ Anxieties about Tests
385
competition. Encourage students to notify you right away if they will miss the
exam. Options for makeup exams include giving the same test at a mutually
agreed-on time or creating a new test in the same format.
Double the weight of tests students have taken. Makeup tests can be problematic: a new test might not be comparable to the original test, but using the same
test may advantage students who talked to others. Scheduling makeup tests can
also be difficult. Some faculty give two midterms and double the weight of one
when a student misses the other. (Source: McKeachie and Svinicki, 2006)
Decide whether to let students drop their lowest test score. Other faculty avoid
makeup tests by giving multiple exams during the term and letting students drop
the lowest score. Some research suggests that students may not study as diligently
when they know they can drop a test score. If you do decide to do this, keep in mind
that the lowest score may not be the best one for students to drop unless all tests are
worth the same number of points. Kane and Kane (2006) give the following example: Leslie scores 80 out of 100 on midterm 1, 20 out of 100 on midterm 2, and 1
out of 20 on midterm 3. If midterm 3 is dropped, her mean score on midterms
1 and 2 would be (80 20) / (100 100) 50. On the other hand, if midterm 2 is
dropped instead, she would receive a mean score of (80 1) / (100 20) 67.5.
Kane and Kane have developed an efficient algorithm to maximize the resulting
average grade. If you do allow students to drop their lowest test score, be sure to
give a cumulative final exam so that students study all the material in the course.
(Sources: Forsyth, 2003; Kane and Kane, 2006; McKeachie and Svinicki, 2006)
Give students options on the number of tests they take. Some faculty offer
students three options: (1) four multiple-choice tests, (2) four multiple-choice tests
and a final, or (3) three multiple-choice tests and a final. In options 1 and 3, each
test is worth 25 percent of the course grade; in option 2, each test is worth 20
percent. Students who miss one of the multiple-choice tests must elect option 3,
and students who miss two tests are handled on a case-by-case basis. (Source:
Buchanan and Rogers, 1990)
Give an additional exam for the entire class at the end of the semester. The
grade on this extra test can replace a missed exam or replace a low grade for a
student who had an off day. (Source: Shea, 1995)
Hand out essay questions in advance. If you distribute a list of essay questions
from which the midterm questions will be taken, you will not have to write a
makeup test. (Source: Lewis, 1990)
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Testing and Grading
Give a shorter final exam and use the last hour for makeup tests. By
administering makeup tests during the time block reserved for the final exam,
you can avoid the complexities of special scheduling.
Give an oral exam as a substitute. In small classes and advanced courses, you
can offer an oral exam. Oral exams typically cover less material but in more
depth than written exams. You could also include a customized follow-up writing
assignment to probe more deeply into a relevant portion of the material. (Source:
Listserv at the University of California, Berkeley)
Assign a paper for a missed exam. Grading a paper may take less time than
designing and scoring a new exam.
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41
Multiple-Choice and
Matching Tests
A multiple-choice item presents a question or incomplete statement (a stem) and
three to five suggested answers or completions, one of which is best (the key); the
incorrect choices are called distractors. A matching-test item presents two columns
of information (such as terms, names, or dates) and asks students to choose from
the second column a response that fits the stimulus in the first column. Multiplechoice and matching tests are the two best-known forms of selected-response tests
(also called forced choice tests, constructed response tests, or choice-type tests).
Selected - response items are useful for testing the breadth of students ’
learning (a selected - response test can cover more topics than an essay test)
and for testing different levels of learning (from recall of factual information
to problem solving). Compared to short-answer and essay tests (called supplytype tests), selected-response tests require more time to prepare but less time to
score. Although selected-response tests are often criticized as measuring only
rote memorization, selected-response items can also be used to assess students’
mastery of complex concepts and ideas.
General Strategies
Write test items throughout the term. Good test items are difficult to create, and
it is impossible to compose an effective selected-response test at the last minute.
Spread out the work by writing three to five items every week. (Source: Jacobs
and Chase, 1992)
Give students advice on how to take a selected-response test. The following
tips will help your students do their best (adapted from McKeachie and Svinicki,
2006; Sechrest et al., 1999):
• Go through the test once and answer all the questions you can.
• When you go through the test again, spend a reasonable amount of time on
each question but move on if you get stuck.
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Multiple-Choice and Matching Tests
391
• If you are stuck, try to reason the correct answer from some general concept
or principle.
• Change your answer if you wish; research shows that most students gain more
than they lose on changed answers (Kruger et al., 2005).
• Save some time at the end to double-check your answers and make sure you
haven’t made any clerical errors.
Types of Multiple-Choice Questions
Include some items that require complex thinking. For example, write a question that requires students to predict the outcome of a situation, or ask students to
select examples that illustrate an abstraction or a principle. Or give examples and
ask students to select the principle or theory that the examples illustrate.
The following multiple-choice items probe a range of learning outcomes
(adapted from Welsh, 1978).
Question 1 requires students to make comparative generalizations.
1. Which of the following has contributed most to long-term economic growth
in the United States?
A. Increasing personal income tax rates.
B. Reducing hours worked per week to spread employment among more people.
C. Increasing tariffs on imported goods that compete with domestically
produced goods.
D. Increasing levels of education and technological improvement.
Question 2 asks students to apply supply-and-demand principles to a specific
situation.
2. A large city is investigating the elimination of rent controls on housing at
a time when the vacancy rate is extremely low—only 1 percent. Which of the
following is most likely to occur if rent controls are eliminated?
A. An increase in the demand for housing, followed by a decrease in the
supply of housing.
B. An increase in rents, followed by an increase in the supply of housing.
C. A decrease in rents and a decrease in the supply of housing.
D. No change in rents because price controls are usually set where supply
and demand intersect.
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Testing and Grading
For question 3, students must analyze the situation, select the most appropriate policy, and predict the expected effects of the policy.
3. Because of rapidly rising national defense expenditures, the country of
Parador will experience price inflation unless measures are taken to restrict
the growth of aggregate private demand. If Parador wishes to minimize the
adverse effects of anti-inflationary policies on economic growth, it should
implement
A. A tight monetary policy because that would restrict consumption
expenditures more than investment.
B. A tight monetary policy because that would restrict consumption
expenditures.
C. An increase in personal income taxes because that would restrict
consumption expenditures more than investment.
D. Either a tight monetary policy or an increase in personal income taxes
because both depress investment equally.
Create “You are the teacher” questions. Some multiple-choice items require
students to evaluate the response to a short-answer question (from Jensen et al.,
2006, p. 69):
Pretend you are a science teacher who is correcting the following answer on
a quiz. How many scientific errors does the answer contain? Note: There is a
maximum of one error per sentence.
During the depolarization phase of an action potential, sodium gates are
open and sodium diffuses from the extra-cellular fluid to the intra-cellular fluid.
At the end of the depolarization phase, sodium gates close and potassium gates
open. Repolarization begins when potassium moves by active transport from
the intra-cellular fluid to the extra-cellular fluid of the cell. After the action
potential passes, ion gradients are maintained by the sodium/potassium pump.
A. 0 errors
B. 1 error
C. 2 errors
D. 3 errors
E. 4 errors
Jensen et al. (2006) recommend that this type of question be used only after
students have done practice sets before the exam.
Multiple-Choice and Matching Tests
393
Experiment with assertion-reason questions (ARQs). An ARQ consists of two
statements—an assertion and a reason—linked by because. The student selects
from five response options that indicate the correctness of each statement and
the validity of the reasoning. Here is an example (adapted from Williams, 2006,
p. 292):
(Assertion) In a small open economy, if the prevailing world price of a good is
lower than the domestic price, the quantity supplied by the domestic producer
will be greater than the domestic quantity demanded, increasing domestic
producer surplus.
Because
(Reason) In a small open economy any surplus in the domestic market will
be absorbed by the rest of the world. This increases domestic consumer
surplus.
A. The assertion and reason are both correct, and the reason is valid.
B. The assertion and reason are both correct, but the reason is invalid.
C. The assertion is correct, but the reason is incorrect.
D. The assertion is incorrect, but the reason is correct.
E. Both the assertion and the reason are incorrect.
If you want to use ARQs, give your students time to become familiar with
the format and offer examples and practice quizzes. ARQs pose special problems for students whose reading comprehension skills are below average. (Source:
Williams, 2006)
Constructing Multiple-Choice Test Items
Instruct students to select the “ best answer ” rather than the “ correct
answer.” Asking for the correct answer may invite arguments from contentious
students that their selections are correct as well. If you ask for the best answer, you
can acknowledge that other responses have some element of truth or accuracy but
that the keyed response is the best. (Source: Jacobs and Chase, 1992)
In the instructions, state the rewards or penalties for guessing. Some instruc-
tors encourage students to make their best guess, even when they are unsure
about the correct answer. Other instructors penalize students for guessing. Some
faculty award partial credit for reasoned but flawed answers. (Source: Baranchik
and Cherkas, 2000)
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Testing and Grading
Express the full problem in the stem, typically as a question. Make sure that
students can understand the problem before reading the choices. Direct questions
are usually clearer than sentence completions, although incomplete statements
may avoid cumbersome phrasing. The stem may also include a map, diagram,
picture, or graph.
In the following pair, the stem of the poorly constructed item is so brief that
it fails to state the problem.
Poor: Grading is
A. Most often used to distinguish between students.
B. A way of reporting students’ progress.
C. The only reason students study.
D. Something teachers put off if they can.
Better: What is the main reason most universities use a letter-grading system?
A. Convenience in reporting students’ progress.
B. Utility in keeping permanent records.
C. Ease in distinguishing among students.
D. Usefulness in motivating students to learn.
When the item concerns the definition of a term, the preferred format is to present the definition in the stem and list several terms as options, rather than placing the
term in the stem and listing several definitions as options. (Source: Kehoe, 1995)
Put all relevant material in the stem. Do not repeat a phrase in the options if the
phrase can be stated in the stem. In the following example, students must waste
time reading the repetitions of chosen by (adapted from Ory and Ryan, 1993):
Poor: In national elections in the United States the president is officially
A. chosen by the people.
B. chosen by members of Congress.
C. chosen by the House of Representatives.
D. chosen by the Electoral College.
Better: In national elections in the United States, who officially chooses the
president?
A. the people.
B. members of Congress.
Multiple-Choice and Matching Tests
395
C. the House of Representatives.
D. the Electoral College.
Keep the stem short. In the following example, the unnecessary information in the
stem is likely to confuse students and waste their time (adapted from Frary, 1995):
Poor: The presence and association of the male seems to have profound effects
on female physiology in domestic animals. Research shows that in cattle the
presence of a bull has the following effects:
Better: Research shows that the presence of a bull has which of the following
effects on cows?
Write the correct response (key) first, and then create appealing distractors.
Clearly formulate the best or correct answer, and then draft a set of plausible
distractors. If the distractors are farfetched, students will too easily guess the correct answer. Effective distractors represent errors commonly made by students:
statements that include errors in logic or interpretation, statements that are too
general or too specific for the requirements of the problem, statements that are
accurate but do not fully meet the requirements of the problem, and incorrect
statements that will seem correct to the poorly prepared student. (Sources: Clegg
and Cashin, 1986; Forsyth, 2003; Sechrest et al., 1999)
Limit the number of response alternatives. Studies show that three-choice items
are more effective or about as effective as four-choice items, and yet the fourchoice format is the most popular. Never give students more than five choices.
You need not give the same number of choices for each test item. However, if
students use optical scanning sheets or need to mark their answers on a scoring sheet, use the same number of distractors for each question to minimize
the chances of transposition errors. (Sources: Green, 1997; Haladyna, 2004;
Landrum et al., 1993; McKeachie and Svinicki, 2006; Sechrest et al., 1999)
Make all choices roughly equal in length. Do not signal the best choice by
making it longer, more detailed, or more nuanced than the alternatives. (Sources:
Green, 1997; Kehoe, 1995; Sechrest et al., 1999)
Avoid negative wording. Negative wording often confuses students, for
example:
Poor: Which of the following is not a characteristic of Brutalism?
Better: Which of the following best distinguishes Brutalism from other
architectural movements?
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Testing and Grading
If you must use negatives, emphasize them with underlining, capital letters,
or bold type. (Sources: Clegg and Cashin, 1986; Kehoe, 1995)
Refrain from using words such as always, never, all, or none. Savvy students
know that few statements are absolute or universally true. (Source: Clegg and
Cashin, 1986)
Avoid giving “all of the above” or “none of the above” as choices. These
items do not discriminate well among students with differing knowledge. Students
need only compare two choices: if both are acceptable, then “all of the above”
is the logical answer, even if the student is unsure about a third choice. (Sources:
Haladyna, 2004; Jacobs and Chase, 1992)
Begin with a few easy items. Some research shows that students do better when
the sequence of the items reflects the order in which the material was presented
in the readings and in class, but placing a few easy questions first will calm nervous students. (Source: Sechrest et al., 1999)
Make the choices grammatically consistent with the stem. Read the stem and
each of the choices aloud to be sure that each is correct in the use of a or an, singular and plural, and subject-verb agreement. In the following example, choices
B and C should be reworded (adapted from Welsh, 1978):
Poor: The functions of the Federal Reserve are to provide the nation with an
elastic money supply and to
A. help stabilize the economy.
B. correction of national income statistics.
C. correction of tax laws.
D. help levy property taxes.
Vary the position of the best answer. Research shows that faculty tend to locate
the best answer in the B or C position. If appropriate, list options alphabetically
or in some meaningful order (for example, numerical, chronological, or conceptual). Or use a deck of cards to locate the correct responses randomly. (If the card
you turn over is a heart, the correct answer goes in slot A; if it is a spade, in slot
B; and so on.) For ease of reading, mark each option with a capital letter and list
the options vertically. (Source: Haladyna, 2004)
Guard against overlapping items. Make test questions independent of one
another so that the stem or alternative in one question doesn’t give students a
clue to the correct answer to another question. (Source: Haladyna, 2004)
Multiple-Choice and Matching Tests
397
Keep the test length manageable. Students can complete between one and two
multiple-choice items per minute. (Source: Lowman, 1995)
Print the test on white paper. Though some observers recommend printing
alternate forms of multiple choice exams on paper of different colors to prevent
cheating, researchers report that white paper leads to better test performance. If
you do scramble questions, add a cover sheet that is a different color (with just
the name of the class and the date), and keep the questions themselves on white
paper. (Source: Skinner, 2004)
Matching-Test Items
Write clear instructions. Let students know the basis on which items are to be
paired, where to write answers, and whether a response may be used more than
once. For example: “Next to each literary movement in column 1, write the letter
of the work in column 2 that best exemplifies that movement. You may use each
work in column 2 more than once or not at all.”
Do not mix different classes of items in a column. For example, column 1 might
list events and column 2 might list dates, but do not combine events, dates, and
names in a single column. (Source: Fuhrmann and Grasha, 1983)
Place the responses in order. When the items in column 2 are in order (alphabetical, chronological, or conceptual), students will be able to read the series quickly and
locate answers rapidly. Limit column 2 to five to ten items; longer lists require students
to spend too much time searching for responses. (Source: Ory and Ryan, 1993)
Be conscious of layout and format. Do not allow the columns to break across a
page; students should not have to flip back and forth. Place answer blanks to the
left of each entry in column 1. Use numbers for the items in column 1, and use
capital letters for the responses in column 2. Place a heading at the top of each
column. (Source: Fuhrmann and Grasha, 1983)
Scoring the Test
Use machine scoring systems. Optical scanning equipment can quickly score
selected-response exams. Your learning management system may also have features for online testing and scoring. Scratch-off technology can also save time.
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Testing and Grading
Have students score their own exams. Self-scoring provides students with imme-
diate feedback on their performance. To assure that the scoring is accurate and
fair, give students a separate answer sheet (“declaration sheet”) along with the test.
While taking the test, students mark their answers on the exam itself and they
also mark (“declare”) their answers on their signed declaration sheet. When all
students have completed the test, the declaration sheets are collected, the answers
are revealed, and students score their own tests and turn them in. Studies show that
students are accurate in scoring and reporting their scores so faculty need not spend
time marking each student’s exam. (Source: Carkenord and Laws, 2005)
Item Analysis
Perform an item analysis to evaluate the test. In classes large enough to provide
statistically useful results (say, fifty students or more), you can perform an item
analysis to determine which items are too easy or too hard and how well items distinguish between students at the top and bottom. Most test scoring software and
learning management systems include options for these calculations; your campus
testing office may also have analytic tools. The results will help you in improving
future versions of the test items. (Source: Ory and Ryan, 1993)
Look at the difficulty of each item. Calculate the percentage of students who
answered each item correctly. If you are administering the test to identify the best
performers (norm-referenced testing), the ideal test will contain only a few items
that are very difficult (answered correctly by less than 30 percent of students) or
very easy (answered correctly by more than 90 percent). For norm-referenced
testing, experts recommend the following difficulty levels: 5 percent of the items
are answered correctly by 90 percent of the students (to boost confidence), 5 percent of the items are answered correctly by 10 percent of the students, and the
remainder of the items are answered correctly by an average of 50 percent of
the students.
In contrast, if you are administering the test to measure information, skills,
and competencies that all students need to have acquired (standards-referenced
testing), then the point of your item analysis is not to check the distribution
of scores but to ascertain how well the test items represented the targeted
competencies. If an item proved too difficult for many of your students, consider three possibilities: Was the item poorly written or unclear? Was the content
too challenging? Were too many students insufficiently prepared? (Sources:
Jacobs and Chase, 1992; Lowman, 1995; Scialfa et al., 2001; Sechrest et al.,
1999; Wergin, 1988)
Multiple-Choice and Matching Tests
399
Look at how well each item discriminates between high and low scorers. Item
discrimination is a statistical technique for calculating how well an individual test item
differentiates between the top scorers and the bottom scorers on a test. Test-scoring
software can generate a discrimination ratio—a number between ⫺1.0 and +1.0—
for each item. The closer the ratio is to +1.0, the more effectively the item distinguishes students who know the material from those who don’t. Ideally, each item will
have a ratio of at least .30, but some items that have lower discrimination ratios are
useful to ensure that a test contains a few items that everyone can answer correctly.
If you have an item that few of the top-scoring students answered correctly, look
for defects in the structure of the item and the distractors. (Sources: Lowman, 1995;
Miller et al., 2008; Schmeiser and Welch, 2006; Sechrest et al., 1999)
Examine the reliability coefficient. If your test-scoring software calculates a reli-
ability estimate, a coefficient of .65 or higher is desirable. Interpret a coefficient of
less than .60 to mean that the test is unlikely to produce similar results on second
administration. (Source: Ory and Ryan, 1993)
Use these analyses to improve your tests. Let the results of the statistical analy-
ses suggest which items you might drop or revise for future tests. Aim for a test on
which the mean percentage of correct answers is about 70 percent, with items
whose difficulty level is between 30 percent and 70 percent (items within this range
can be expected to have an acceptable discrimination ratio, +.30 or higher). When
an item has a high difficulty level and a low discrimination ratio (below +.30), the
item should be revised. Items that fall on the borderline (a discrimination ratio just
under +.30 and a difficulty level between 30 percent and 70 percent) do not necessarily need revision. (Sources: Schmeiser and Welch, 2006; Sechrest et al., 1999)
Examine the distractors. Look at the percentage of students who selected a particular distractor, and consider replacing a distractor that few students chose. You
may also want to double-check items missed by a majority of students, especially
those items for which any one distractor was selected more often than the correct
answer. (Source: Sechrest et al., 1999)
References
Baranchik, A., and Cherkas, B. “Correcting Grade Deflation Caused by Multiple-Choice Scoring.”
International Journal of Mathematical Education in Science and Technology, 2000, 31(3), 371–380.
Carkenord, D. M., and Laws, E. L. “Assuring Accuracy of Student Self-Scored Quizzes.”
Teaching of Psychology, 2005, 32(3), 175–177.
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Testing and Grading
Clegg, V. L., and Cashin, W. E. “Improving Multiple-Choice Tests.” Idea Paper, no. 16.
Manhattan: Center for Faculty Evaluation and Development in Higher Education,
Kansas State University, 1986.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Frary, R. B. “More Multiple-Choice Item Writing Do’s and Don’ts.” Practical Assessment,
Research and Evaluation, 1995, 4(11). http://pareonline.net/getvn.asp?v=4&n=11
Fuhrmann, B. S., and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little,
Brown, 1983.
Green, D. H. “Student-Generated Exams: Testing and Learning.” Journal of Marketing Education, 1997, 19(2), 43–53.
Haladyna, T. M. Developing and Validating Multiple-Choice Test Items. (3rd ed.) Mahwah, NJ:
Erlbaum, 2004.
Jacobs, L. C., and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty.
San Francisco: Jossey-Bass, 1992.
Jensen, M., Duranczyk, I., Staats, S., Moore, R., Hatch, J., and Somdahl, C. “Using a
Reciprocal Teaching Strategy to Create Multiple Choice Exam Questions.” American
Biology Teacher, 2006, 68(6), 67–71.
Kehoe, J. “Writing Multiple-Choice Test Items.” Practical Assessment, Research and Evaluation,
1995, 4(9).
Kruger, J., Wirtz, D., and Miller, D. T. “Counterfactual Thinking and First Instinct Fallacy.”
Journal of Personality and Social Psychology, 2005, 88(5), 725–735.
Landrum, R. E., Cashin, J. R., and Theis, K. S. “More Evidence in Favor of Three-Option
Multiple Choice Tests.” Educational and Psychological Measurement, 1993, 53, 771–778.
Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1995.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Miller, M. D., Linn, R. I., and Gronlund, N. E. Measurement and Assessment in Teaching.
(10th ed.) Upper Saddle River, NJ: Prentice Hall, 2008.
Ory, J. C., and Ryan, K. E. Tips for Improving Testing and Grading. Newbury Park, CA: Sage, 1993.
Schmeiser, C. B., and Welch, C. J. Test Development. In R. L. Brennan (Ed.), Educational
Measurement. (4th ed.) Westport, CT: American Council on Education/Praeger, 2006.
Scialfa, C., Legare, C., Wenger, L., and Dingley, L. “Difficulty and Discriminability of
Introductory Psychology Test Items.” Teaching of Psychology, 2001, 28(1), 11–15.
Sechrest, L., Kihlstrom, J. F., and Bootzin, R. How to Develop Multiple-Choice Tests. In
B. Perlman, L. I. McCann, S. H. and McFadden (Eds.), Lessons Learned: Practical Advice for
the Teaching of Psychology. Washington, DC: American Psychological Society, 1999.
Skinner, N. F. “Differential Test Performance from Differently Colored Paper: White Paper
Works Best.” Teaching of Psychology, 2004, 31(2), 111–113.
Welsh, A. L. Multiple Choice Objective Tests. In P. Saunders, A. L. Welsh, and W. L. Hansen
(Eds.), Resource Manual for Teaching Training Programs in Economics. New York: Joint Council
on Economic Education, 1978.
Wergin, J. F. “Basic Issues and Principles in Classroom Assessment.” In J. H. McMillan (Ed.),
Assessing Students’ Learning. New Directions for Teaching and Learning, no. 34. San Francisco: Jossey-Bass, 1988.
Williams, J. “Assertion-Reason Multiple Choice Testing as a Tool for Deep Learning:
A Qualitative Analysis.” Assessment and Evaluation in Higher Education, 2006, 31(3),
287–301.
42
Short-Answer and
Essay Tests
Short-answer items call for answers of about fifty words or less: Define impedance;
List three causes of concrete failure; What happens during a solar eclipse? Essay
questions, in contrast, require students to demonstrate their understanding of a
topic and their ability to think critically and organize their thoughts. Although
short-answer and essay questions are easier to create than multiple-choice items,
they are more time-consuming to score, and maintaining consistency in grading
is more difficult when evaluating essays. On the other hand, essay tests are the
best measure of students’ skills in higher-order thinking and written expression.
In addition to the suggestions below, see Chapter 35, “Designing Effective Writing
Assignments,” and Chapter 36, “Evaluating Students’ Written Work,” for other
ideas about creating topics and grading essays.
General Strategies
Do not use essay questions to evaluate understanding that could be tested
with multiple-choice questions. Save essay questions for assessing reasoning and
thinking skills. Appropriate tasks for essays include the following (adapted from
Reiner et al., 2003):
Analyzing: “Find and correct the reasoning errors in the following passage.”
Applying: “Describe a situation that illustrates the principle of . . .”
Comparing: “Identify two similarities and two differences between . . .”
Defending: “Present an argument to support your recommendation for . . .”
Designing: “Create a plan to . . .”
Evaluating: “Assess the strengths and weaknesses of . . .”
Generalizing: “State a set of principles that explains the following events.”
Inferring: “How would character X respond if . . . ?”
Interpreting: “Interpret the second stanza of . . .”
Justifying: “Explain why you agree or disagree with the following statement.”
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Testing and Grading
Predicting: “What will happen when . . . ?”
Relating cause and effect: “What are the major causes of . . . ?” “What would be
the most likely effects of . . . ?”
Give students some test-taking advice. Most students will benefit from pointers
like the following:
• Survey the entire test quickly, noting the directions and estimating the importance and difficulty of each question. If ideas or answers come to mind, jot
them down quickly.
• Do a “brain dump”—write down anything that you fear you might forget
later.
• Divide the time available among the questions. Allow more time for important
or difficult questions. Allocate some time at the end to review your answers.
Stick to your plan—four partially complete answers will earn a better grade
than two extremely complete answers and two blanks.
• Analyze each question and its parts. The key nouns in the question should suggest the topic and subtopics, and the verbs (compare, define, predict) will indicate
an approach to the topic. Observe any limitations (for example, “from 1900 to
1945”) expressed in the question.
• If you are completely stumped by a question, jot down anything you can think
of that might be relevant. Free association may prompt your memory.
• Outline each answer before you begin to write. Write down your main points,
arrange them in a pattern, and add details under each point. A quick outline
will help you write with greater purpose, clarity, completeness, and speed.
• The first paragraph of an essay response should include a thesis statement that
expresses your main point or conclusion. If the test question states a topic,
create a how or why question about that topic. Your answer to that question
will become your thesis. For example, if the test reads “Discuss the concept of
love in D. H. Lawrence’s novel Women in Love,” one how question is “How does
Lawrence portray different types of love in this novel?” The thesis statement
could be “In depicting bisexual, homosexual, and familial love in Women in Love,
Lawrence shows that hatred and isolation are present even in the closest love
relationships” (based on Walvoord, 1986, p. 11).
• Follow your outline as you write. Skip every other line to leave room for additions or changes that occur to you as you reread your response.
• Support your thesis with examples and evidence.
• Include a conclusion, even if only a sentence or two that ties together the main
points and states their importance.
Short-Answer and Essay Tests
403
• Reread your exam before you turn it in. Check for omissions, repetitions, and
errors. Cross out and insert words as neatly as possible.
• If you are running out of time, list your main points and examples and write,
“ran out of time.”
(Sources: Brooks, 1990; Forsyth, 2003; McKeachie and Svinicki, 2006; Sanders,
1966; and Walvoord, 1986)
Don’t give students a choice of questions to answer. There are three draw-
backs to giving students a choice. First, some students will waste time trying
to decide which questions to answer. Second, you will not know whether all
students are equally knowledgeable about all the topics covered on the test.
Third, since some questions are likely to be harder than others, the test could
be unfair. (Sources: Jacobs and Chase, 1992; Reiner et al., 2003)
Ask students to write more than one essay. Tests that ask only one question are less
valid and reliable than those with a wider sampling of items. On a fifty-minute test,
you could pose two or three essay questions or eight to ten short-answer questions.
Writing Effective Test Questions
State the question clearly and precisely. Avoid broad questions that invite different interpretations and that will make it hard to score the responses. Rather than
asking students to “discuss” a topic, select a verb that suggests an approach to the
topic. Often, adding how or why to an essay question will help students develop a
thesis. The following examples illustrate ineffective and effective questions (adapted
from Cashin, 1987; Jacobs and Chase, 1992; Reiner et al., 2003; Welsh, 1978):
Poor: What are three types of market organization? In what ways are they
different from one another?
Better: Define oligopoly. How does oligopoly differ from both perfect competition and
monopoly in terms of number of firms, control over price, conditions of entry,
cost structure, and long-term profitability?
Poor: Name the principles that determined American foreign policy after
September 11.
Better: Describe three principles on which American foreign policy has been
based since September 11, 2001; illustrate each of the principles with two
actions taken by the executive branch of government.
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Testing and Grading
Poor: You are the president of the United States. What economic policies would
you pursue?
Better: You are the president of the United States. State your goals for
employment, price levels, and the rate of real economic growth. What fiscal
and monetary policies would you implement to achieve your goals?
Poor: Why does an internal combustion engine work?
Better: Explain the functions of fuel, carburetor, distributor, and the operation
of the cylinder’s components in making an internal combustion engine run.
Poor: Was the above passage written by a classical or patristic Latin writer? Why
do you think that?
Better: Decide whether the above passage was written by a classical or patristic
Latin writer. Support your position by identifying specific phrases or other
linguistic features of the author’s style.
Specify the point value and criteria for each question. Giving the point value
will help students allocate their time. Stating the criteria—for example, accuracy,
completeness, relevance, clarity and strength of argument—may help students
focus their efforts. (Source: Reiner et al., 2003)
Write out the correct answer yourself. Use your version to help you revise the
question and to estimate how much time students will need. If you can answer
the question in ten minutes, students will probably need twenty-five to thirty-five
minutes. Some instructors give students advice on how much time to spend on
each question.
Grading and Evaluating Exams
Create and use a scoring guide or rubric. Decide which facts or ideas a student
must mention to earn full credit or partial credit. The following guide outlines the
scoring of a 10-point essay question (adapted from Erickson et al., 2006, p. 173):
• 9 or 10 points. The essay clearly states a position, provides support for the position, and raises at least one counterargument or alternative view and refutes it.
Evidence is both persuasive and original. Counterargument is significant.
• 7 or 8 points. The essay states a position, supports it, and raises a counterargument and refutes it. The essay contains one or more of the following ragged
edges: evidence is not uniformly persuasive, counterargument is not a serious
threat to the position, some points are extraneous or out of place.
Short-Answer and Essay Tests
405
• 6 points. The essay states a position and raises a counterargument, but neither is well developed. The objection or counterargument seems rather
trivial.
• 5 points. The essay states a position and provides evidence supporting the position, but it does not raise possible objections or counterarguments.
• 3 or 4 points. The essay states a position and provides some support, but the
evidence is sparse, trivial, or general. The essay achieves its length largely
through repetition of ideas and inclusion of irrelevant information.
• 1 or 2 points. The essay does not state a position but simply restates the
question and summarizes evidence discussed in class or in the reading.
Here is an example from an economics class (adapted from Ory and Ryan,
1993, p. 85). Students are given the following question: “Baseball is far less necessary than food and steel, yet professional ball players earn a lot more than
farmers and steelworkers. Why? Take two or three sentences to summarize how
an economist would explain the difference in salaries.” The scoring guide might
allocate a total of 7 points for this question:
3 points for mentioning that salaries are based on the demand relative to the
supply of a service
2 points for mentioning that excellent ball players are rare (low supply)
2 points for mentioning that many ball clubs want excellent players (high
demand)
Read the exams without looking at the students’ names. Try not to bias your
grading by carrying over your perceptions about individual students. Some faculty
ask students to put a number or pseudonym on the exam and to place that code
on an index card that is turned in with the test. Other faculty have students write
their names on the last page of the blue book or on the back of the test.
Skim all the exams quickly, without assigning any grades. Before you begin
grading, try to get an overview of the general level of performance and the range
of students’ responses. (Source: McKeachie and Svinicki, 2006)
Grade the exams question by question rather than grading all questions
for a single student. Shuffle the papers before scoring the next question to
distribute your fatigue factor randomly. By shuffling the papers you also avoid
ordering effects (that is, Riley’s “B” work always follows Coco’s “A” work and
suffers from the comparison). (Sources: Fuhrmann and Grasha, 1983; Ory
and Ryan, 1993)
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Testing and Grading
Avoid judging exams on extraneous factors. Don’t let handwriting, use of pen
or pencil, or similar factors influence your judgment about the quality of the
response.
Write comments on students’ exams. Write brief notes on strengths and weaknesses to indicate what students have done well and where they need to improve.
Writing comments will also keep your attention focused and will jog your memory
if a student comes to talk to you about the exam. Some faculty ask students to
write only on the odd-numbered pages of their blue book, leaving the evennumbered pages for the instructor’s comments. Try to balance positive and critical comments, and focus on the organization of the response, not on whether you
agree or disagree with a student’s ideas. (Sources: Cashin, 1987; McKeachie and
Svinicki, 2006; Sanders, 1966)
Read only a modest number of exams at a time. Set a time limit for each paper,
and take regular short breaks. If possible, read all the responses to a single question in one session in order to minimize the effects of extraneous factors (time of
day, temperature, and so forth) on your grading.
If time permits, read some of the papers twice. Wait a day or two and review
a few randomly selected exams without looking at the grades you assigned.
Rereading helps you increase your reliability as a grader.
Place the grade on the last page of the exam. Take care to protect students’
privacy when you return or they pick up their tests.
Create standardized procedures for assistants who grade exams. The following process can promote consistency among graduate student assistants and readers (adapted from McKeachie and Svinicki, 2006):
• Meet as a group to discuss the answers to each question. Decide how many
points will be given for what types of answers. Review the scoring criteria,
rubric, and model answers prepared by the faculty member.
• Establish two- or three-person teams for each essay question. Give each team
eight or ten exams and have each team member independently grade the
team’s question on each exam. Compare the grades that team members
assigned and discuss the discrepancies until consensus is reached.
Short-Answer and Essay Tests
407
• If needed, have the teams grade and discuss a second batch of exams so that
teams feel confident that they have arrived at common criteria.
• From this point on, each member grades independently. If any team member
is unsure about a particular exam, it is passed to another team member for an
opinion.
Returning Essay Exams
Return exams promptly. A quick turnaround reinforces learning and capitalizes
on students’ interest in the results. Try to return tests within a week or so.
Review the exam in class. Give students a copy of the scoring guide, rubric, or
grading criteria. Let students know the features of a good answer and the most
common errors the class made. If time permits, read examples of good and bad
answers that you have created. Give students information on the distribution of
scores so they know where they stand. (Source: McKeachie and Svinicki, 2006)
Convene groups to discuss test questions. Some faculty break the class into
small groups to discuss answers to the test. Unresolved questions are brought up
to the class as a whole. (Source: McKeachie and Svinicki, 2006)
Asks students for their opinions of the test. Ask students to tell you what was
particularly difficult or unexpected. Find out how they prepared for the exam and
what they wish they had done differently. Pass along the best tips to next year’s
class. (Source: Walvoord, 1986)
Keep a file of essay questions. Include a copy of the test with your annotations on
ways to improve it, the mistakes students made in responding to various questions,
the distribution of students’ performance, and any comments that students made
about the exam. Keep copies of good and poor exams. (Source: Cashin, 1987)
References
Brooks, P. Working in Subject A Courses. Berkeley: Subject A Program, University of
California, 1990.
Cashin, W. E. “Improving Essay Tests.” Idea Paper, no. 17. Manhattan: Center for Faculty
Evaluation and Development in Higher Education, Kansas State University, 1987.
408
Testing and Grading
Erickson, B. L., Peters, C. B., and Strommer, D. W. Teaching First-Year College Students.
San Francisco: Jossey-Bass, 2006.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Fuhrmann, B. S., and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little,
Brown, 1983.
Jacobs, L. C., and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty.
San Francisco: Jossey-Bass, 1992.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Ory, J. C., and Ryan, K. E. Tips for Improving Testing and Grading. Newbury Park, CA: Sage,
1993.
Reiner, C. M., Bothell, T. W., and Sudweeks, R. R. Preparing Effective Essay Questions. Stillwater,
OK: New Forums Press, 2003.
Sanders, N. M. Classroom Questions: What Kinds? New York: Harper & Row, 1966.
Walvoord, B. F. Helping Students Write Well: A Guide for Teachers in All Disciplines. (2nd ed.)
New York: Modern Language Association, 1986.
Welsh, A. L. Essay Questions and Tests. In P. Saunders, A. L. Welsh, and W. L. Hansen
(Eds.), Resource Manual for Teacher Training Programs in Economics. New York: Joint Council on
Economic Education, 1978.
43
Grading Practices
As Erickson, Peters, and Strommer (2006) point out, decisions about grading
practices depend a great deal on an instructor’s values, assumptions, and educational philosophy. For example, faculty who view introductory courses as “weeder”
classes (courses that separate out students who seem unlikely to succeed in the
field) will take a different approach to grading than faculty who view introductory
courses as teaching important skills that all students need to master.
In addition to providing information on how well students are learning,
grades are often used for other purposes (Scriven, 1974):
•
•
•
•
•
•
to describe the worth, merit, or value of a piece of work
to stimulate and encourage good work by students
to communicate the instructor’s judgment of the student’s progress
to inform the instructor about what students have and haven’t learned
to select people for rewards or continued education
to improve students’ ability to identify good work, to improve their self evaluation or discrimination skills
The suggestions below are designed to help you develop clear and fair grading policies that emphasize learning. For tips on calculating final grades, see
Chapter 44, “Calculating and Assigning Grades.”
General Strategies
Grade students on their mastery of knowledge and skills. Restrict your evaluations to academic performance. Eliminate nonacademic considerations, such
as classroom behavior, punctuality, attitude, personality, need, or interest in the
course material. Some faculty grade students’ work without looking at the students’ names to increase objectivity and guard against bias. (Sources: Guskey and
Bailey, 2001; Jacobs and Chase, 1992; Scott, 1995)
Try not to overemphasize grades. Explain your grading policies at the beginning
of the term, but do not repeatedly revisit the topic. Dwelling on grades is likely
409
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Testing and Grading
to increase students’ anxieties, decrease their motivation to learn for the sake of
learning, and foster unhealthy, unproductive competitiveness. (Sources: Church
et al., 2001; Fuhrmann and Grasha, 1983; Weimer, 2002)
Keep students informed of their progress throughout the term. For each paper,
assignment, midterm, or project that you grade, give students a sense of what
their score indicates about how well they are learning the material. Brief progress
reports help students improve their study strategies and avoid unpleasant surprises
at the end of the term. One faculty member gives each student midsemester ratings (strong, OK, or needs improvement) on the following dimensions: writes effectively;
asks constructive questions during discussion; builds on others’ ideas during discussion; takes responsibility for self and learning; displays wonder and curiosity;
tolerates ambiguity; sees thinking as a way of life. (Source: Kloss, 1997)
Minimizing Students’ Complaints about Grades
State your grading procedures in the course syllabus, and review this information in class. Students want to know how grades will be determined, the weights
of various tests and assignments, and whether the class will be graded on a curve
or by another system. Explain your policies regarding extra credit, late assignments, and revision of papers, and consistently enforce these policies throughout
the semester. Because midcourse changes in policy may erode students’ confidence
in your impartiality, offer students a full explanation for any such changes.
Provide many opportunities for students to demonstrate what they know. By
giving students many chances to show what they have learned, you can obtain a
more accurate picture of their abilities and avoid penalizing a student who has an
off day at the time of a test. In addition to a final exam, give several midterms and
one or two short papers. For freshman and sophomore courses, Erickson, Peters,
and Strommer (2006) recommend giving a quiz, short test, or written assignment
every two or three weeks.
When possible, distribute grading criteria along with the assignment. For
example, accompany a writing assignment with a description of the characteristics of an A or B paper; see Chapter 36, “Evaluating Students’ Written Work.”
(Source: Walvoord and Anderson, 1998)
Remind students that grades are not judgments about people. Some students
take grades as a sign of an instructor’s approval or disapproval, or as a measure
Grading Practices
411
of their self-worth. Remind these students that instructors grade only a piece of
paper, not a person. For students who see a low grade as dooming their professional aspirations, you might mention that research studies disagree about the
relationship between grades and eventual career success. (Sources: Roth et al.,
1996; Waldman and Korbar, 2004)
Give encouragement to students who are performing poorly. Students receiv-
ing poor grades on exams or papers may need help in recalibrating their overly
optimistic expectations; researchers report that most students overestimate the
grade they will achieve in a course by an average of one full grade. Offer these
students advice on how to improve their study habits and performance; don’t let
them blame such factors as a lack of talent (“I just don’t have the knack for this”).
(Sources: Forsyth, 2003; Lowman, 1995; Svanum and Bigatti, 2006; Weimer,
2002; Wendorf, 2002)
Talk to students who are angry or upset about their grade. Ask an upset stu-
dent to take a day or two to reflect and to put something on paper. Some faculty
have students complete a short grade-appeals form that requires citations from
the course materials in support of their case. When you meet with the student in
your office, have at hand a copy of the test questions, the answer key or criteria,
and examples of good answers. Let the student speak first, listen with an open
mind, and avoid interrupting. Try to determine which of the following reflects the
student’s intent (adapted from Sabee and Wilson, 2005):
• To learn more about the source of poor performance in order to be able to
improve future performance. (The conversation is about instruction.)
• To persuade you to change a lower grade to a higher grade. (The conversation
is about negotiation.)
• To vent anger and frustration over a lower-than-expected grade. (The conversation is about vindicating or justifying the student’s feelings.)
• To impress you and repair the student’s image in your eyes. (The conversation
is about your opinion of the student and the student’s self-image.)
Respond in a calm manner: don’t allow yourself to become antagonized, and
don’t antagonize the student. Describe the key elements of a good answer,
and point out how the student’s response was incomplete or incorrect. Help the
student understand your reasons for the grade you assigned. Take time to think
about the student’s request or to reread the exam if you need to, but resist pressures
to change a grade because of a student’s situation (such as the desire to maintain a
high grade-point average or to avoid academic probation). If appropriate, for final
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Testing and Grading
course grades, offer to write a letter to the student’s adviser or to others describing
the student’s work and any extenuating circumstances. (Sources: Hampton, 2002;
McKeachie and Svinicki, 2006; Sabee and Wilson, 2005)
Be aware of cultural variations in grading. In some countries, students are
graded only on a comprehensive final examination, not on assignments and
other course requirements during the semester. International students may
appreciate a conversation about cultural differences and the effects of unrealistic
pressures—coming either from families or from financial sponsors—to earn the
highest grades. (Source: Eberly Center for Teaching Excellence and Intercultural
Communication Center, n.d.)
Keep accurate records. Most departments keep copies of final grade reports, but
you will want to keep a record of all grades assigned throughout the semester in
case a student wishes to contest a grade, finish an incomplete, or ask for a letter
of recommendation.
Minimizing Intradepartmental Complaints about Grades
Ask about your department’s policies on grade distributions. Some departments
have formal or informal agreements about how many high grades are desirable in an
undergraduate course. Try to understand what the norms and constraints are in your
department, or propose that a discussion of grading be added to the agenda of an
upcoming department meeting. Are there concerns about limiting the number of
As, but not the number of Bs? Or is your department more worried about courses
with high failure rates (Ds and Fs)? (Source: Walvoord and Anderson, 1998)
Be prepared to show colleagues and administrators your syllabus, assignments, tests, criteria, and standards. Compile samples of student work at each
grade level so that your colleagues can examine your standards. (Source: Walvoord
and Anderson, 1998)
Try to dispel common misperceptions about grading practices. According to
Lowman (1995), research studies contradict some common beliefs about grading:
• It is not true that the quality of education students receive is related to the
difficulty of earning high grades. The quality of a college education is more
a function of the quality of the faculty, the teaching, and the overall student
population.
Grading Practices
413
• It is not true that hard grading leads to student dissatisfaction. Students like
hard graders and easy graders equally, and the majority of students seek out
difficult courses rated positively over easier courses rated poorly.
• It is not true that strict grading motivates students to study. Students are more
motivated by relationships (caring faculty, classmates, and friends) and by a
desire for competence.
Grade Inflation
Be aware of broad national trends in grading. Grade-point averages have been
rising for several decades, especially at research universities and highly selective colleges. This increase may reflect better preparation by entering students,
improvements in teaching, wider use of standards-referenced grading, increased
opportunities for students to revise and resubmit their work or to be retested,
greater institutional attention to undergraduate teaching, and more lenient policies that allow low-achieving students to drop courses. Some campuses and departments also worry that some part of the increase is due to grade inflation—the
gradual dilution of standards for A and B work. (Sources: Basinger, 1997; Boretz,
2004; Kuh and Hu, 1999; Kwon et al., 1997; Rosovsky and Hartley, 2002)
Be aware of some of the myths around grade inflation. Some people believe
that grade inflation is caused by instructors watering down their courses and
upping the grades they assign to secure higher ratings on students’ end-of-course
evaluations. The research does not bear this out (Marsh and Roche, 2000). Faculty
do not get higher-than-average student ratings by offering easier courses and by
giving students higher grades than they deserve. Some observers do point to a correlational (not a causal) relationship between grades and student ratings (Eiszler,
2002; Johnson, 2003), but there are competing explanations for these findings. See
Chapter 60, “Student Rating Forms.”
While some people believe that the biggest problem associated with grading is
grade inflation, a more serious problem on some campuses is a grading disparity
among different courses. This disparity, especially when it affects students’ choices
of courses, can cause institutional grade-point averages to rise and look like grade
inflation (Hu, 2005).
Discuss the topic of grade inflation with your colleagues. Campuses and
departments are experimenting with techniques for limiting or reversing the trend
toward higher grades. These techniques include urging faculty to limit the number
of high grades; recommending that faculty use a formula to index grades; adding
supplementary information next to each grade on students’ transcripts—either a
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Testing and Grading
rank in class or the average course grade; and publicizing each faculty member’s
grade distributions. Web sites, such as pickaprof.com, routinely post grade distributions for individual courses. To date, there is no published research on the
effects of the public dissemination of grade distributions. (Sources: French, 2005;
Kuh and Hu, 1999; Rosovsky and Hartley, 2002)
Maintain appropriate academic standards. Campus and departmental concerns about grade inflation may be minimized if all instructors make sure that
their grading reflects a considered judgment of students’ achievement and performance in reference to clearly articulated learning goals or standards. (Sources:
Guskey and Bailey, 2001; Kwon et al., 1997; Walvoord and Anderson, 1998)
Tactics and Policies
Return the first graded assignment or test before the add/drop deadline. An early
assignment can help students decide whether they are prepared to take the class.
Some faculty members give students the option of throwing out the score on the first
test. Students may receive a low score because they did not know what the instructor
required or because they underestimated the level of preparation needed to succeed.
Select a grading system appropriate to the assignment or test. The traditional letter grade system with pluses and minuses consists of thirteen levels (A+
through F). Other grade systems have fewer levels:
Five levels: A, B, C, D, F
Four levels: Check plus, check, check minus, no check; 4, 3, 2, 1
Three levels: Outstanding, competent, unacceptable; Exemplary, satisfactory,
needs improvement; Excellent, acceptable, unacceptable; 2, 1, 0 (or 4, 2, 1)
Two levels: Pass, not pass; Credit, no credit; Satisfactory, unsatisfactory
Experts recommend using the fewest grading levels needed to suit the task and
promote effective student learning. In general, the fewer categories you use, the more
reliable and valid the grades will be. And the fewer the levels, the faster you can
grade. Even if your campus uses a thirteen-level system for final course grades, you
can use a simpler system for at least some tests and assignments and then convert to
a common metric before calculating final grades. (Sources: Baker and Bates, 1999;
Bressette, 2002; Chang, 1994; Guskey and Bailey, 2001; Landrum and Dietz, 2006;
McClure and Spector, 2005; Walvoord and Anderson, 1998)
Grading Practices
415
Set policies on extra credit. Students appreciate opportunities to earn extra credit,
but some faculty worry that students might neglect required aspects of the course
in pursuit of extra-credit points. Studies, however, show that the students most
likely to undertake extra-credit work are those doing well in the course; struggling
students are less likely to pursue extra credit. If you allow extra credit, the following
are useful policies (adapted from Forsyth, 2003; Palladino et al., 1999):
• Make extra credit available to all students in the class, not just those doing
poorly, with the exception of those who failed to complete key assignments or
participate adequately in class.
• Announce options for extra credit at the beginning of the term, and explain
your rationale and intent.
• Select extra-credit assignments that are pedagogically sound and relevant to
the course content.
• Provide several choices for extra-credit opportunities.
• Limit the amount of extra credit that a student can earn.
(Sources: Forsyth, 2003; Hardy, 2002; Moore, 2005; Palladino et al., 1999)
Set policies on late assignments. Will you refuse to accept any late work? Deduct
points according to how late the work is submitted? Handle late work on a caseby-case basis? Whatever policies you adopt, state them in your syllabus, and on
your course Web site, and refer to these policies in class.
Some faculty refuse to accept late work and give students an F on the assignment. Other faculty argue that too much emphasis is put on penalizing late work.
Other faculty impose various kinds of markdown penalties:
• a set fraction of a letter grade (from B to B-, for example) or a certain number
of points
• a sliding penalty (for example, 5 points for one day late, an additional 1 point
for each subsequent day late) with a cutoff date (assignments more than a week
late receive a failing score)
• a grade penalty plus one of the following additional conditions:
• New assignments cannot be submitted until the late work has been
submitted.
• Late work will not be graded until the end of the semester.
• Late work will be returned without any comments or feedback.
Some faculty offer a small number of bonus points for assignments submitted
on time (a decorum bonus). Late assignments do not receive the decorum bonus
and are subject to markdown penalties.
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Testing and Grading
Set policies on incompletes. Check with your department for policies on
assigning Incompletes. On some campuses, incompletes are allowed only in case
of situational hardship such as health issues or family emergencies. On other
campuses, incompletes may be given if the students’ work to date is of passing
quality and the missing work is “minor.” In no cases should an incomplete be
given to students who want the additional time to be able to do extra work to
raise their grades.
Grade fairly. Fairness is a major concern among students, and perceptions of
unfairness are a source of many complaints. Fairness in grading is fostered by the
following practices (adapted from Glenn, 1998):
• setting clear standards and announcing them at the beginning of the term and
throughout the course
• applying the same standards consistently to all students
• resisting students’ pressure to change a grade when you are in the right
• admitting when you made a mistake and correcting it
• taking your students’ work seriously
• treating students impartially and respectfully
(Sources: Forsyth, 2003; Glenn, 1998; Holmes and Smith, 2003; Walvoord
and Anderson, 1998)
Evaluating Your Grading Policies
Compare your grade distributions with those for similar courses in your
department. Differences between your grade distributions and those of your col-
leagues do not necessarily mean that your methods are faulty. But glaring discrepancies should prompt you to reexamine your practices. (Source: Frisbie et al., 1979)
Include questions about grading policies on the end-of-course evaluation. On
the evaluation form, ask your students questions like these (adapted from Frisbie
et al., 1979, p. 22):
•
•
•
•
•
Were the grading procedures for the course fair?
Were the grading procedures for the course clearly explained?
Did you receive adequate feedback on your performance?
Were requests for regrading or review handled fairly?
Did the instructor evaluate your work in a meaningful and conscientious
manner?
Grading Practices
417
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44
Calculating and Assigning
Grades
Instructors’ decisions about grading depend on the type of course they are
teaching, their department’s policies, and their views of the purpose of grades.
In the broadest terms, the choice is between standards-referenced grading and
norm-referencing grading.
Under standards-referenced grading (also called criterion-referenced grading,
task - based grading, or absolute grading ), a letter grade refl ects a student ’s level
of achievement against a specified standard or benchmark, independent of
how other students in the class have performed. If all the students in a seminar give strong oral presentations, they will all receive As or Bs on that project.
Conversely, if none of the students in a class scores better than 80 percent
on a midterm, then no one in the class will receive higher than a B – on
the exam.
Under norm-referenced grading (also called grading on the curve, relative grading, or group-referenced grading), in contrast, a letter grade reflects a student’s level
of achievement relative to other students in the class. Typically the proportion of
students receiving each grade follows a pattern of a few As, lots of Bs and Cs,
and a few Ds and Fs.
In large classes in which students’ test scores are fairly well distributed, it
may not matter which model an instructor chooses. But in smaller classes (forty
students or fewer), it can matter a great deal: under norm-referenced grading,
only a handful of the highest-scoring students will earn an A—no matter how
many students did very well on an exam.
Educational measurement experts strongly recommend standards-referenced
systems, especially for smaller classes, so that a grade reflects how well a student
has mastered the material rather than how well a student performs compared to
others (Brookhart, 1999; Dominowski, 2002; Gronlund and Waugh, 2008; Payne,
2003; Shepard, 2006).
The suggestions below are designed to help you understand the advantages and disadvantages of various grading strategies.
419
420
Testing and Grading
General Strategies
Familiarize yourself with department standards. Check to see how grading has
been handled for the course in past semesters, and try to obtain grade distributions for earlier offerings. Ask colleagues who have taught the course before about
their grading criteria and their classes’ overall performance. (Source: Heppner,
2007)
Relate department standards to your conception of the course. Identify the
objectives or goals you want your students to meet. What skills and knowledge are
absolutely essential for students to pass the course? What would you wish from
an A student?
Weight various course components in proportion to their importance. A threehour final exam or a fifteen-page research paper should, obviously, count more
than scores on two fifteen-minutes quizzes. Another consideration: usually the final
exam should count for no more than a third of the course grade. If the final is
weighted too heavily, students will cram at the end of the term rather than work
at an even pace. (Source: Lowman, 1995)
Use electronic gradebooks. Most learning management systems have an
e-gradebook feature, and standalone gradebook software is available. E-gradebooks
simplify record keeping, make it easy to enter and tally numerical information,
and offer options for generating statistical data (such as mean scores and standard
deviations).
Standards-Referenced Approaches
Grading according to absolute standards. Absolute standards refers to perfor-
mance levels that an instructor sets at the beginning of the term. (Some faculty
occasionally grade more generously than the announced standards.) For example,
an instructor might decide on the following scale for a test worth 100 points: 93
or higher = A; 90–92 = A-; 86–89 = B+, and so on. The segments for each grade
do not have to be of equal size.
This is the most commonly used standards-referenced model. An advantage
of this approach is that it imposes no limit on how many students may earn As
and Bs. Also, students know in advance how well they have to perform to earn
the grade they want.
Calculating and Assigning Grades
421
One difficulty arises in how to set rational standards. Experienced faculty
can set cutoffs based on how students typically perform (a norm-referenced
perspective), but new instructors may need guidance. Dominowski (2002, p. 137)
proposes the following guidelines: A ⫽ 90 percent and above; B ⫽ 82 – 89;
C ⫽ 63–81 (that is, the center of the C range is 72 percent); D ⫽ 48–62; F ⫽ 47
or below.
If many students perform very poorly, some instructors reset the standards to
reflect students’ performance, but such adjustments defeat the premise of creating
absolute standards; see Chapter 39, “Quizzes, Tests, and Exams,” for a discussion
of how to respond when the entire class performs poorly. (Sources: Dominowski,
2002; McKeachie and Svinicki, 2006; Sadler, 2005)
Grading according to achievement of course objectives. This standards -
referenced approach requires instructors to prepare a list of detailed objectives or learning outcomes, the measurable skills and knowledge students are
expected to attain. The instructor then evaluates whether a student has or has not
attained those outcomes. Under this model, most students who work hard enough
and receive good instruction will obtain good grades. The difficulty is that the
instructor must be able to clearly define the knowledge and skills that each grade
represents as well as determine the minimum level of performance necessary to
attain each grade and the best ways to measure achievement. In many college
courses, the content is so extensive that an instructor cannot specify the requisite
knowledge and skills with precision. (Sources: Frisbie et al., 1979; Hanna and
Cashin, 1988; Ory and Ryan, 1993; Sadler, 2005)
Grading according to specified patterns of achievement. Under this model, an
instructor specifies various levels of performance for each grade; for example, a
student will receive an A if he or she performs at the A level on at least two-thirds
of the assessment tasks and at the B level on the other third. The advantage of
this approach is that different “formulas” and relative weights allow students to
compensate for weak performance in some areas by superior performance in
others. The disadvantages include complexity (the instructor must devise clear
specifications and track performance levels for each component) and the need to
familiarize students with this unusual method. (Source: Sadler, 2005)
Challenges in setting standards. All these methods require instructors to grapple
with how to set standards. Numerical cutoffs seem arbitrary, but reliance on professional intuition—the expertise and “feel” that an instructor develops over time—is
not transparent or objective. Describing exemplars (listing the characteristics of
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Testing and Grading
typical performance at designated levels of quality or competence) is not realistic
or suitable for all courses and all instructors. (Source: Sadler, 2005)
Norm-Referenced Approaches
Grading on a curve. In this approach, grades are determined by comparing a stu-
dent’s performance with that of other students. All the scores in a class are listed from
highest to lowest, and grades are assigned according to cutoff points. Some instructors
rely on a preset allocation; for example, Gronlund and Waugh (2008) recommend the
following guidelines: 10 to 20 percent As, 20 to 30 percent Bs, 40 to 50 percent Cs,
10 to 20 percent Ds, 0 to 10 percent Fs. Other faculty use software to calculate the
mean score and standard deviation, convert each student’s score into a standard score
and then convert the standard scores into a percentile based on a normal curve. A
student’s score is indicated as being in the 80th percentile or the 60th percentile, with
the instructor determining in advance percentiles that represent letter grades.
Grading on the curve is a flexible approach that rewards students whose academic performance is outstanding in comparison to their peers. It also capitalizes
on students’ competitive tendencies. But it has many drawbacks:
• The grades do not indicate how much or how little students have learned—
only where they stand in relationship to others.
• No matter how strong the class is, some students will receive low grades; no
matter how weak the class is, some students will receive high grades. Some
faculty compensate for inequities by adjusting the cutoff scores or by assigning
a higher percentage of As when a class is unusually good.
• Grading standards may fluctuate from term to term. A student who earns a
C+ might have received a B– a term earlier.
• Researchers note that grading on the curve may encourage exclusion, isolation, and competitiveness. It also may threaten students’ sense of autonomy
and fairness—their belief that their grade should depend on their efforts, not
on how others perform.
• Grading on a curve assumes that every class is large enough and diverse
enough to generate a full range of grades. But a small class of highly motivated
students might not contain any subpar students. In difficult courses, the enrollment may be unrepresentative because struggling students dropped the course
after doing poorly on the first quiz.
• Grading on the curve obscures the effects of course design and teaching
(whether excellent or poor) because those factors are not scrutinized in analyzing student performance.
Calculating and Assigning Grades
423
• Grading on the curve makes it difficult for an instructor to tell students at the
beginning of the term what they must know or be able to do in order to earn
an A or B.
(Sources: Dominowski, 2002; Forsyth, 2003; Guskey and Bailey, 2001; Hanna
and Cashin, 1988; Sadler, 2005)
Grading according to department practices or faculty consensus. Some faculty
try to have their grade distributions reflect the averages reported in their department. All faculty who teach the same course might develop a consensus on the
distribution of grades suitable for a typical class (say, 20 percent As, 25 percent Bs,
30 percent Cs, 20 percent Ds, and 5 percent Fs), with adjustments for an unusually strong or unusually weak class. (Source: Hanna and Cashin, 1988)
Grading according to breaks in the distribution. In this model, the instructor
lists students’ scores from highest to lowest and looks for natural gaps or breaks
in the distribution. For example, if six students score 80 or higher, and no one
scores between 73 and 79, and two students score 72, the instructor might assign
As to students who scored 80 and above, and start the Bs at 72. Significant gaps,
however, are rare in large classes. Even a gap that looks meaningful might not
represent a true difference in achievement as much as the vagaries of an unreliable test, good guessing, or poorly written items. Further, the grade distribution
depends on judgments made after students have taken the test rather than on
preestablished guidelines that can be stated prior to testing. (Sources: Forsyth,
2003; Jacobs and Chase, 1992; Ory and Ryan, 1993; Payne, 2003)
Grading on a bell curve. A bell curve is a symmetrical statistical model that is
inappropriate for grading coursework. The classic bell curve results from the
following distribution of grades: 7 percent As, 24 percent Bs, 38 percent Cs, 24
percent Ds, 7 percent Fs. Bell curves have their uses, but student performance
is not distributed normally within a class, nor are teacher-made tests so well
designed as to yield bell - shaped distributions. Even proponents of grading
on the curve do not recommend using the bell curve. (Source: Gronlund and
Waugh, 2008)
Hybrid Models
Grading according to highest scores earned and percentages thereof. This
hybrid model (developed by Carter as reported in Fuhrmann and Grasha, 1983,
p. 184) combines the advantages of standards-referenced and norm-referenced
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Testing and Grading
approaches. Grades are assigned by comparing each student’s score with the
highest scores earned in the class:
• Compute a score for each student.
• Compute the mean score of the best-performing portion of the class:
• For an average class, use the scores of the top 10 percent; for a superior
class, the scores of the upper 15 or 20 percent; for a weak class, the upper
5 to 8 percent.
• Add all the scores in this best-performing sample and divide by the number
of scores in the sample. The result is the mean for the best performers.
• Assign grades according to a predetermined scale; for example: A ⫽ 95 percent of the mean of the best-performing sample, B ⫽ 85 percent of the mean,
C ⫽ 75 percent of the mean, D ⫽ 65 percent of the mean.
In this model, class performance affects the score needed for each grade, but
the number of students who can earn As and Bs is not limited. Some faculty take
a shortcut by using the highest score (rather than the mean of the highest scores),
but this shortcut is far too dependent on a single student’s score.
Grading according to core and developmental objectives. In this model, the
instructor identifies the core objectives, or essential content that all students must
master to a satisfactory degree to receive a passing grade. The instructor also
identifies those aspects of the content that students may never fully master but to
which they can aspire (called developmental objectives). In Chemistry 1A, for example,
core objectives would include the concepts, skills, and knowledge that students
will need in order to be prepared for Chemistry 1B; developmental objectives
might include “thinking like a scientist.” The core objectives are graded against
an absolute standard (students either know or do not know the core), but developmental objectives are graded by comparisons among students. (Source: Gronlund
and Waugh, 2008)
Other Approaches
Self-grading and peer grading. Some faculty let students grade themselves. The
grade must be accompanied by a detailed justification that takes into account
the extent and level of their learning, their performance on exams and assignments, their perceived grasp of the material, the amount of time spent on the
course, and the amount of reading completed. This approach has the advantage of fostering students’ abilities to evaluate their work, but it abrogates one
of the faculty’s chief responsibilities, the rendering of professional judgments
about students’ learning and performance. Self-grading, however, can be used
Calculating and Assigning Grades
425
formatively to give students the skills they need to assess their own learning. Peer
grading, where students grade one another’s work, works best in classes that feature a lot of small-group work; see Chapter 21, “Learning in Groups,” for suggestions. (Sources: Adams and King, 1995; Dochy et al., 1999; Jacobs and Chase,
1992; MacGregor, 1993; Strong et al., 2004)
Contract grading. In contract grading, instructors create a menu of required
and elective assignments, and each student decides which assignments to do and
how much weight each assignment will carry. For example, the following menu
requires a student to make choices that total 200 points:
Complete two required assignments:
Two exams (worth 20 to 35 points each)
Group project (50 to 70 points)
In addition, complete two of these elective assignments:
Prepare an annotated bibliography (15 to 35 points)
Review a journal article (15 to 35 points)
Write the abstract of an unpublished manuscript (15 to 35 points)
Keep a weekly learning log (15 to 35 points)
Contract grading gives students choices in their learning goals and how they
are evaluated, which may increase motivation and interest in learning. The drawback is the increased administrative burden, as instructors must develop grading
alternatives, negotiate and renegotiate contracts, and keep track of each student’s
progress which quickly becomes impractical in medium- or large-enrollment
courses. (Source: Hiller and Hietapelto, 2001)
Calculation of Final Grades for the Course
Become familiar with various methods. There are many different ways to cal-
culate course grades, using weighted letter grades, accumulated points, median
grading, and holistic grading or mastery of key elements; see Brookhart (1999),
Ory and Ryan (1993), Walvoord and Anderson (1998), or Zlokovich (2004). One
commonly used strategy is described below.
Convert the grades on all course components to numerical scores. Calculating
final grades is usually easiest if the grades on all assignments are converted to
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Testing and Grading
numerical scores. For this purpose, many faculty use A ⫽ 95, A- ⫽ 90, B⫹ ⫽ 87,
and so on. (Source: Brookhart, 1999; Forsyth, 2003)
Decide how to handle missing scores. Some instructors ignore the missing work
and base their calculations on a student’s other scores; other instructors take into
account the reason for the missing work. If you want to assign a number for a
missed assignment or test, your choices include (1) assigning a zero—but this is
likely to overpenalize the student and is not recommended; (2) assigning a score
at the bottom of the F range; (3) assigning a score somewhat lower than the lowest score earned by a classmate on the assignment; (4) assigning the lowest score
earned by a classmate. (Sources: Brookhart, 1999; Forsyth, 2003)
Weight each course component. Use the weights that you announced at the
beginning of the semester. In general, weights should reflect a component’s
importance to the course goals and its complexity and difficulty; in addition, most
faculty assign greater weight to tests later in the term. One professor adjusts the
weighting to reflect a student’s performance: in a course with two midterms and
a final, the student’s highest test score is weighted 50 percent, the middle score 30
percent, and the lowest 20 percent. Students appreciate having their best work
weighted so heavily in their course grade, but the disadvantage is that students
do not know until after the final exam how much weight each component carries. (Sources: Brookhart, 1999; Dominowksi, 2002; Forsyth, 2003; Guskey and
Bailey, 2001)
Create a composite score. Your grading software will adjust the numerical scores
on each component by the weights you indicate and provide a composite score
for each student. (If you are doing these calculations by hand, consult with your
campus testing office.) You would then assign final grades using preset cutoff
points (standards referenced) or relative standing in the class (norm referenced)
or a hybrid method.
If you use a standards-referenced model, you can simplify the calculations
by using a total-points method of grading as described by Forsyth (2003): at the
beginning of the term, state the maximum number of points students can earn
for each assignment and test, with these points reflecting the importance of each
component. For example, each of two tests might be worth 100 points, the homework 150, and the final exam 150—for a total of 500 points. In order to earn an
A, a student would need to accumulate 450 points (90 percent of 500 points).
If you use a norm-referenced model, you may need to take the additional
step of equalizing the variances—otherwise a test with a wide range of scores will
more heavily influence the final grades than a test with a narrower spread. Most
Calculating and Assigning Grades
427
testing and grading software perform these conversions; consult with your testing
office for more information.
Review borderline cases. Because graders are fallible and grading is imprecise,
take a careful look at students who fall right below the cutoff for a higher grade.
Consider the full range of the student’s achievement and trajectory of improved
performance. Would dropping the first test score or the lowest test score bump up
the final grade? If the final exam were cumulative, an instructor might give the
higher grade if the student did particularly well.
One faculty member allows students to “purchase” grade “insurance” by
completing a small number of problems any time before the final exam. If a
student’s course grade is not on the borderline, the insurance problems are
not graded. But students within one percentage point of the cutoff will receive
the higher grade if they answered the insurance problems correctly. Another
faculty member includes an optional question on the final exam. The optional
question is read only if a student is within five points of the next highest grade,
and it is scored 0 through 5. (Sources: Brookhart, 1999; Dominowski, 2002;
Peploski, 2004)
Decide how to handle improvement. Some faculty believe that course grades
should take into account a measure of a student’s growth and development over
the semester. Otherwise, these faculty argue, a student who enters the course fairly
knowledgeable will receive an A even if he or she learns very little or demonstrates little effort. But an overemphasis on improvement can also produce inequities: a student who scores 55 percent on the first two quizzes and 70 on the final
has made substantial progress but knows less about the subject than the student
who scored 85 on the first two quizzes and 88 on the final. And only the second
student deserves a grade high enough to proceed to a more challenging upperlevel course. Grading on the basis of improvement also makes it difficult for students to interpret what their grades mean: does a B mean that their work is above
average or that their improvement is above average? Experts recommend that any
bonus for improvement be quite modest: a few extra points for steady, significant
improvement throughout the semester.
One math professor quantifies students’ improvement over the semester. Say
a class has two midterms worth 100 points each and a final worth 200 points.
Ole’s scores are 50 out of 100 on the first midterm, 80 out of 100 on the second midterm, and 190 out of 200 on the final. His unadjusted total score for
the course is 320. To take into account Ole’s steady improvement, the professor
weights Ole’s scores for the second midterm and final more heavily. The weight of
the second midterm is calculated by subtracting Ole’s score on the first midterm
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Testing and Grading
from the total points available for both first and second midterms, or 200 ⫺ 50 ⫽
150. His actual score on the second midterm is then multiplied by this weighting
factor. Thus his adjusted score for the second midterm is (200 ⫺ 50)(80/100) ⫽
120. His first score and his second, adjusted score are then added together, 50 ⫹
120 ⫽ 170. His adjusted score on the final is calculated using the same process.
Ole’s cumulative total score (170) is subtracted from the total points available for
both midterms and the final (400). His actual score on the final is then multiplied
by this new weighting factor, or (400 ⫺ 170)(190/200) ⫽ 218.5. To calculate the
total adjusted score, add his adjusted score on the midterms (170) to his adjusted
score on the final (218.5) for a total of 388.5. (Sources: McKeachie and Svinicki,
2006; Ory and Ryan, 1993)
Decide how to handle effort. Studies show that undergraduate students believe
that if they work hard, they should receive at least a C in the course even if they
cannot demonstrate that they have met the academic goals of the course. Most
faculty, however, do not believe that effort (however measured) trumps learning
in the assignment of grades. Experts recommend that instructors clarify this issue
at the beginning of the term. (Sources: Adams, 2005; Gaultney and Cann, 2001;
Miley and Gonsalves, 2004)
References
Adams, J. B. “What Makes the Grade? Faculty and Student Perceptions.” Teaching of
Psychology, 2005, 32(1), 21–24.
Adams, C., and King, K. “Towards a Framework for Student Self-Assessment.” Innovations in
Education and Training International, 1995, 32(4), 336–343.
Brookhart, S. M. “Art and Science of Classroom Assessment: The Missing Part of
Pedagogy.” ASHE-ERIC Higher Education Report, 1999, 27(1). Washington, DC: George
Washington University, Graduate School of Education and Human Development.
Dochy, F., Segers, M., and Sluijsmans, D. “The Use of Self-, Peer and Co-Assessments in
Higher Education: A Review.” Studies in Higher Education, 1999, 24(3), 331–350.
Dominowski, R. L. Teaching Undergraduates. Mahwah, NJ: Erlbaum, 2002.
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Frisbie, D. A., Diamond, N. A., and Ory, J. C. Assigning Course Grades. Urbana: Office of
Instructional Resources, University of Illinois, 1979.
Fuhrmann, B. S., and Grasha, A. F. A Practical Handbook for College Teachers. Boston: Little,
Brown, 1983.
Gaultney, J. F., and Cann, A. “Grade Expectations.” Teaching of Psychology, 2001, 28(2), 84–87.
Gronlund, N. E., and Waugh, C. K. Assessment of Student Achievement. (9th ed.) Boston: Allyn
and Bacon, 2008.
Calculating and Assigning Grades
429
Guskey, T. R., and Bailey, J. M. Developing Grading and Reporting Systems for Student Learning.
Thousand Oaks, CA: Corwin Press, 2001.
Hanna, G. S., and Cashin, W. E. “Improving College Grading.” Idea Paper, no. 19. Manhattan: Center for Faculty Evaluation and Development, Kansas State University, 1988.
Heppner, F. Teaching the Large College Class: A Guidebook for Instructors with Multitudes.
San Francisco: Jossey-Bass, 2007.
Hiller, T. B., and Hietapelto, A. B. “Contract Grading: Encouraging Commitment to the
Learning Process through Voice in the Evaluation Process.” Journal of Management
Education, 2001, 25(6), 660–684.
Jacobs, L. C., and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty.
San Francisco: Jossey-Bass, 1992.
Lowman, J. Mastering the Techniques of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1995.
MacGregor, J. (Ed.). “Student Self-Evaluation: Fostering Reflective Learning.” New Directions
in Teaching and Learning, no. 56. San Francisco: Jossey-Bass, 1993.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Miley, W. M., and Gonsalves, S. “Grade Expectations: Redux.” College Student Journal, 2004,
38(3), 327–332.
Ory, J. C., and Ryan, K. E. Tips for Testing and Grading. Newbury Park, CA: Sage, 1993.
Payne, D. A. Applied Educational Assessment. (2nd ed.) Belmont, CA: Wadsworth/Thomson,
2003.
Peploski, J. “Grade ‘Insurance’ in Large Enrollment Courses.” Teaching Professor, October
2004, 18(8), 6.
Sadler, R. “Interpretations of Criteria-Based Assessment and Grading in Higher Education.”
Assessment and Evaluation in Higher Education, April 2005, 30(2), 175–194.
Shepard, L. A. Classroom Assessment. In R. L. Brennan (Ed.), Educational Measurement. (4th
ed.) Westport, CT: American Council on Education/Praeger, 2006.
Strong, B., Davis, M., and Hawks, V. “Self-Grading in Large General Education Classes:
A Case Study.” College Teaching, 2004, 52(2), 52–57.
Walvoord, B. E., and Anderson, V. J. Effective Grading: A Tool for Learning and Assessment.
San Francisco: Jossey-Bass, 1998.
Zlokovich, M. S. Grading for Optimal Student Learning. In B. Perlman, L. I. McCann, and
S. H. McFadden (Eds.), Lessons Learned: Practical Advice for the Teaching of Psychology. Vol. 2.
Washington, DC: American Psychological Society, 2004.
PART IX
Presentation
Technologies
45.
Flipcharts
46.
Chalkboards and Whiteboards
47.
Interactive Whiteboards
48.
Overhead Projection
49.
Slide Shows
50.
Video Recordings and Clips
51.
PowerPoint Presentations
45
Flipcharts
Like a chalkboard, a flipchart—a large pad of newsprint paper that sits on an
easel or display stand—can be used for prepared material or for impromptu jottings. The advantages of flipcharts include portability (important for instructors
conducting an outdoor field class) and ease of preparation. Select a pad that is at
least 22 inches by 32 inches. Flipcharts are best used with small groups; for larger
groups, consider using overhead projection (see Chapter 48).
General Strategies
Use flipcharts to highlight the organization of your presentation, to emphasize
its main points, and to stimulate students’ interest. Whether you prepare a flip-
chart before class or write on it during class, you can use it to visually reinforce
your presentation. For example, you can use it for the following purposes:
•
•
•
•
•
•
•
Outline the day’s topics or schedule.
Write difficult names, terminology, or unfamiliar vocabulary.
Show diagrams, charts, graphs, drawings, or illustrations.
List important dates.
Work through formulas, proofs, or theorems.
Summarize major points.
Capture students’ ideas.
Write legibly. In small rooms, two-inch-high lettering should suffice; in larger
rooms, use four-inch-high lettering. Be sure to print. Limit the amount of material on each sheet to a few key words or main points. Highlight important points
by underlining, boxing, or using color. Bold colors such as red, dark blue, and
black work best. Graphs or pie charts are preferable to tables for representing
numerical data.
Don’t turn your back to the class to look at the flipchart. With practice you
can flip the pages without breaking eye contact. If you use a pointer and stand
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Presentation Technologies
off to the side, you will be able to face the class without obstructing your students’
view of the chart.
Bring extra pens. Keep a fresh set of spares handy.
Using a Flipchart as a Chalkboard
Organize your work. Start at the top left-hand corner and work across and then
down to the next line, as you would on a blank piece of paper. Place important
material at the top of the page, the most visible portion of the flipchart. Alternate
colors for each new point or idea to make the text easier to read.
Use the same principles for writing on flipcharts as you would for the
chalkboard. For example, use titles and headings to structure your work, under-
line or box off key statements, give students time to copy what you have written,
distribute complex diagrams or drawings online or on hard copy rather than have
students try to copy them.
Give your students experience using flipcharts. Flipcharts are common in industry, and students can benefit from using them in small-group work. Ask your students to use flipcharts to brainstorm ideas, develop options, and solve problems.
(Source: Wankat and Oreovicz, 2001)
Using Prepared Flipcharts
Place the sheets in order. If you will be referring to a particular chart or diagram at several points during your presentation, it may be easier to include a
copy of that page at each point rather than having to flip back and forth to find
it. If you do plan to flip through the pad, tab key pages with large sticky notes to
help you find important material quickly.
Don’t spend too long on each page. Plan each sheet so that you change pages
within a few minutes. If you want to spend more time on one point, devote more
than one page to it.
Follow the practices for making PowerPoint presentations. After revealing a
flipchart, hesitate briefly before speaking to give students time to scan the material
Flipcharts
435
you are showing; don’t read material on the flipchart that students can read for
themselves. (See Chapter 51, “PowerPoint Presentations.”)
Reference
Wankat, P., and Oreovicz, F. “Turning Back the Clock: Simple Aids Make Teaching Effective
without Denting Your Budget.” ASEE PRISM, 2001, 11(4). http://www.prism-magazine
.org/dec01/teaching.cfm
46
Chalkboards and
Whiteboards
Chalkboards and large wipe-off whiteboards are dependable and useful tools
for displaying text and diagrams. These kinds of boards provide much more
display area than electronic displays, and they do not need plugs or connections, do not crash, and allow content to be changed on the fly (Forsyth, 2003;
O’Hare, 1993). The disadvantage of chalk and whiteboards is the ephemeral
nature of their contents. Board work also requires the instructor to write legibly
and to organize arrays of terms, examples, and diagrams (Forsyth, 2003).
Some instructors arrive well before the start of class and write detailed outlines
and diagrams on the board. Others use the board only during class, writing a key term
or critical diagram as it comes up or listing students’ responses to a question. Because
most students copy or photograph using their cell phones exactly what appears on the
board, it is worthwhile to take some care in planning your board work.
General Strategies
Analyze your current use of the board. O’Hare (1993) characterizes different
types of use of the board as “slides” (notes prepared in advance and written on
the board before class starts); “lecture notes” (putting up key terms or points
as you present them during class); and “public notes” (putting up key terms or
points as raised by students). The “slide” approach tends to transmit to students
that what you are going to say is fixed, and their participation will not change the
discourse. “Lecture notes” invite more interaction. With “public notes,” student
input affects what gets written on the board.
Use the board to provide visual reinforcement, to highlight the organization of
your presentation, and to emphasize your main points. You can use the board
in the following ways:
• Outline the session’s topics or main points. If you write the complete outline
in advance, students can see where you are headed and find their place when
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Chalkboards and Whiteboards
•
•
•
•
437
their attention drifts. Or you can generate the outline as you go, adding each
new item as you begin to talk about it (Waksler, 1996).
Summarize ideas raised during class discussion.
Write out proper names, unfamiliar vocabulary, and new terminology.
Present diagrams, graphs, and time lines.
Show formulas, computations, or steps in a proof.
If possible, arrange your board work so that you can erase details and leave
the key points as a summary.
Give students time to take notes. Students tend to copy everything an instructor
writes on the board, but they cannot copy and listen to new information at the
same time. Let them catch up with you before you resume lecturing or continue a
discussion. One instructor received a good suggestion from her class about how to
reduce her tendency to erase too quickly: park her eraser on a nearby table, rather
than on the chalk tray. Sometimes students will photograph or take a video of the
board rather than take notes. Let students know that the act of writing can help
reinforce their learning. (Sources: Lowman, 1995; White et al., 1978)
If class size permits, invite students to work at the board. In language, quantitative, and other courses, you can have several students working independently
at the board at the same time. You can use student board work to gain insights
into students’ thinking, problem-solving, and writing processes. Some instructors
encourage students to experiment by erasing and revising as they go, or to ask
and respond to questions from others at the board. You may want to precede
student work at the board with individual or pair work in their seats, then bring
good examples to the board for “publication.” Dobbs (1997) offers tips on making
the board “part of the student’s domain.” Jones (1993) and Black (1993) describe
different ways to have small groups of students each tackle a chemistry problem
at the board, followed by class discussion of the results.
Visual Reinforcement
Create a public record. Use the board to annotate the steps or phases of a dis-
cussion. This kind of record can help students in thinking through a problem,
and it also helps to preserve remarks or questions that might otherwise get lost.
Leave competing analyses or points of view on the board until all are explained
or resolved. (Sources: O’Hare, 1993; Waksler, 1996)
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Presentation Technologies
Record students’ comments verbatim. When using the board to summarize a
discussion, write exactly what the student says. If the comment is dubious, put it
in the form of a question, with the speaker’s okay. (Source: O’Hare, 1993)
Take special care with diagrams. Practice drawing your diagrams before class.
If a diagram will grow larger as the lecture progresses, let students know how
much room to leave in their notes. If you are modifying a drawing, use dotted
lines or colored chalk or colored markers to show the changes, and give students
enough time to copy the modified diagram. (Source: White et al., 1978)
In quantitative classes, write complete statements of what you propose to
prove. When writing out proofs, define any special notation. Include all important
steps. Do not simplify steps by erasing them; instead, use a single strikethrough.
Be selective. Write down only the basic principles and indicate the omission of
details (“Computation omitted”). If your board work involves complex diagrams
or detailed derivations, make available an online or hard-copy handout so that
students will have an accurate rendering of what is on the board.
Explain any mistakes you have made in your board work before correcting
them. If you make an error, make sure your students know exactly where the
error lies before you erase and correct it.
Visually highlight important points. Before you leave a topic, emphasize the
major points, assumptions, or conclusions by underlining, circling, or otherwise
marking key words on the board.
Hands-on Tips
For chalkboards, use large railroad chalk. It is easier to print legibly with large
chalk. Stick with yellow or white chalk. Red, blue, and green chalk are difficult
to see.
Avoid squeaking chalk. To avoid spine-tingling screeches, hold the chalk at a
45-degree angle and press it firmly against the board. Breaking the chalk in half
will also stop an annoying squeak.
For whiteboards, use different colored markers. Black and blue are easiest to
read. Avoid yellow and orange.
Chalkboards and Whiteboards
439
Write clearly. Check a sample of your board writing from the back of the room
before class. Bold block letters about 3 inches high should be readable from about
30 feet away. Arrange the window shades so that there is no glare on the board.
After you write something, stand to the side so that the board is visible to everyone. (Sources: Svinicki and Lewis, 2002; White et al., 1978)
Read aloud while you write. Reading aloud is especially important for math
and science instructors who write formulas on the board, and this will also help
students with visual disabilities. This technique allows students to write while you
do, helping them keep up with the presentation. Avoid discussing other points
while you are at the board with your back turned to your students.
Name the items you are pointing to. When talking about terms on the board,
instead of saying “this” or “there,” name the thing you are pointing to (“the
concept of freedom,” “the head of the party”). This way, students who are taking
notes will not miss your reference, and audio-recorded notes or podcasts will be
more comprehensible. (Source: Waksler, 1996)
Erase old work. Erase other instructors’ board work before your class begins, and
erase your board work throughout class after students have had a chance to copy
it and before you move on to a new topic. Students will use the moment to catch
up with you and refocus their attention. At the end of class, as a courtesy, erase
the board for the next instructor.
Structure your board work. Use titles, headings, underlining, circling, boxing,
and capital letters to differentiate and emphasize items. You can also organize
your work by dividing the board into sections; for example, work out proofs and
computations on the right-hand panel, and list major theorems on the left. Or list
students’ arguments on the right, and summarize the conclusions on the left.
Use the most visible parts of the board for the most important points. The
upper left-hand corner of the board is the most prominent spot. Notice whether
students are craning their necks or shifting positions as they write—a sure sign
that your board work is hard to see. Be sure that materials on your desk or lectern
do not obstruct the view. (Source: White et al., 1978).
With sliding three-layer chalkboards, fill the middle panel first. After the middle panel is full, push it up and pull down the front board—this keeps what you
have written in sight. Finally, push up the front board and use the back board.
(Source: White et al., 1978)
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Presentation Technologies
Take spare chalk or markers and erasers to class. If the chalk is in small pieces
or the markers dried out, you will have your own set.
Evaluating Your Board Work
Ask students to let you know whether your board work is clear. You can also
take a moment after class to walk to the back of the room and critique your board
work before erasing it. (Source: Svinicki and Lewis, 2002)
Ask one or two students to lend you their notes. Explain that you want to get a
sense of how well you are doing. Note how much the students are copying from
the board and what they are copying. Are the essential points clear? (Source:
White et al., 1978)
References
Black, K. A. “What to Do When You Stop Lecturing: Become a Guide and a Resource.”
Journal of Chemical Education, 1993, 70(2), 140–144.
Dobbs, J. “The Blackboard as an Active/Interactive Language Teaching Tool.” College ESL,
1997, 7(2).
Forsyth, D. R. The Professor’s Guide to Teaching: Psychological Principles and Practices. Washington,
DC: American Psychological Association, 2003.
Jones, M. B. “A Day at the Blackboard.” Journal of College Science Teaching, 1993, 22(5), 308.
Lowman, J. Mastering the Techniques of Teaching. (2nd ed.) San Francisco: Jossey-Bass, 1995.
O’Hare, M. “Talk and Chalk: the Blackboard as an Intellectual Tool.” Journal of Policy
Analysis and Management, 1993, 12(1).
Svinicki, M. D., and Lewis, K. G. “Media Aids for the Classroom.” Center for Teaching
Effectiveness, University of Texas at Austin, October 3, 2002. http://www.utexas.edu/
academic/cte/sourcebook/media.pdf
Waksler, R. “Teaching Strategies for a Barrier Free Classroom.” Journal on Excellence in College
Teaching, 1996, 7(2), 99–111.
White, S., Hennessey, R., and Napell, S. “Blackboardsmanship for Neophytes.” Journal of
College Science Teaching, 1978, 7(3), 178–179.
47
Interactive Whiteboards
Interactive whiteboards (also called electronic whiteboards or smart boards) are oversized
projection screens that are hooked up to laptops and to the Internet. Interactive
whiteboards can display notes that are placed on the board, files that are stored on
the computer, and pages downloaded from the Internet. Some interactive whiteboards accept both text that an instructor types on the computer and notes handwritten directly on the board with a stylus. All the typed or written notes are easily
saved as computer files; they can then be sent by e-mail, posted to a Web page,
incorporated into a blog, or printed out and distributed to students. Instructors
can also record an accompanying audio track.
The primary advantage of using an interactive whiteboard is that the presentation can include a range of prepared text, graphics, video, and sound. In
addition, students’ attention is on the course material rather than on their individual laptops or mobile learning devices, where the lure of online shopping or
gaming might distract them (Smith et al., 2005). The principal disadvantages are
the preparation time, the time needed to master the equipment, and the need for
tech support to troubleshoot problems (Glover et al., 2005).
General Strategies
Exploit the multimedia capabilities. An electronic board is not simply a replacement for a conventional board. Experiment with multimedia presentations and
webstreaming, for example, to show cells as they change during an experiment or
to present maps, artwork, and audio accompanying a lecture on a battle during
the Civil War.
Emphasize the interactivity. Invite students up to the board for problem solv-
ing, collaborative learning, and other activities. Beauchamp and Parkinson (2005)
describe how a science instructor uses interactive whiteboards to engage students
in discussion and generate hypotheses: On the board, the instructor displays a
video of a solid being heated as well as a table and graph that plot temperature against time. Groups of students are asked to explain what happens to the
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particles as the temperature increases, and the students write their explanation
on the board. The instructor then uses simulation software to explain particle
movement at various temperatures and to compare the results with the students’
hypotheses.
Hands-on Tips
Use a wireless keyboard. A wireless keyboard allows you to move to the back or
side of the room and see the board from the students’ perspective. Students can
then focus their attention on the screen instead of on you.
Select materials judiciously. Resist the temptation to present extensive amounts
of material. Overloading students with information can overwhelm or frustrate
them. Edit carefully what you present to make certain it matches your learning
goals.
Double-check any links you plan to use. Bookmark the sites and check them
right before class. Students will quickly tune out if they have to watch you struggle
to find the right Web page.
Use the screen to focus students’ attention. As students walk into class, post
reminders or the outline for the day or a starter activity for students to do in
their seats.
References
Beauchamp, G., and Parkinson, J. “Beyond the Wow Factor: Developing Interactivity with
the Interactive Whiteboard.” School Science Review, 2005, 86(316), 97–103.
Glover, D., Miller, D., Averis, D., and Door, V. “The Interactive Whiteboard: A Literature
Survey.” Technology, Pedagogy and Education, 2005, 14(2), 155–170.
Smith, H. J., Higgins, S., Wall, K., and Miller, J. “Interactive Whiteboards: Boon or Bandwagon? A Critical Review of the Literature.” Journal of Computer Assisted Learning, 2005,
21(2), 91–101.
48
Overhead Projection
Most campuses have several types of projectors available for classroom use:
• Overhead transparency projectors cast onto a screen the text or image that
appears on a transparent plastic sheet. Tabletop overhead projectors are easy to
operate and can be used in well-lighted or partially darkened rooms. Speakers
can prepare transparencies in advance or write on a blank transparency during
their presentation.
• Digital document cameras project onto a large screen both two-dimensional
objects (including detailed drawings, photographs, and newspaper articles) and
three-dimensional objects (such as a live experiment in real time with vials of
fruit flies). In effect, the document camera is an overhead projector that has the
capabilities of a scanner, microscope, and computer; for example, it can zoom,
freeze-frame, and display an object from different angles.
• LCD (liquid crystal display) projectors and DLP (digital light processing) projectors are hooked up to a computer and display video, data, and text files onto
a screen or other flat surface.
In the classroom, all three types of projectors have advantages over chalkboards and whiteboards (adapted from O’Hare, 1993; Paldy, 1997):
• Instructors can easily prepare good-looking transparencies and digital images
using commercial software, and they can reuse these materials as desired.
• Instructors can write on transparencies or use the computer while facing their
students.
• Projected images are clearer and easier to view than images on chalkboards.
• The projector can be dimmed or turned off during the presentation to focus
students’ attention on the instructor or on other materials.
However, overhead projection entails some inconveniences (O’Hare, 1993;
Paldy, 1997):
• The screen is typically smaller than a chalkboard or interactive whiteboard.
• The noise from the equipment or cooling fan may be distracting.
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• The instructor may have to remain near the equipment when using it.
• Arrangements to reserve, borrow, and return shared equipment can be
bothersome.
The following sections discuss the use of transparency projectors; many of
the tips are applicable to other types of projection.
General Strategies
Use transparencies to track your presentation. You can highlight the organiza-
tion of your presentation, emphasize your main points, stimulate students’ interests, and record and synthesize the discussion. Limit yourself to no more than a
dozen transparencies in a fifty-minute lecture. (Source: Cook, 1995)
Make certain that students can view the screen and the image. Focus the pro-
jector before class and make sure the classroom lighting does not interfere with
the image. Placing the projector slightly at the side of the room, rather than the
center, offers better sight lines. Experts recommend the projector be about six
feet or so from the screen. Keep an extra lamp handy, and know how to replace
a burned-out bulb. Slightly dimming the lights in the room will improve visibility.
(Source: Cook, 1995)
Maintain eye contact with your students. Stand to the side of the projector so
that you don’t block the screen. Don’t turn your back to the class to look at the
screen; glance at the screen only to check the focus or visibility. Move away from
the projector when you don’t need to tend it. (Source: Cook, 1995)
Get students’ feedback. One instructor, very proud of his overheads, apologized
to the class one day when he had mislaid them. The class rose and applauded.
The instructor analyzed and improved his technique. (Source: Cook, 1995)
Using an Overhead Projector as a Chalkboard
Write on transparencies just as you would write on a chalkboard. Start writing
at the top left-hand corner and work across and then down to the next line; use
titles, headings, and underlining or colors to emphasize key statements; give students time to copy what you have written; distribute copies of complex diagrams
Overhead Projection
445
or drawings. If you make a mistake or want to reuse the sheet, erase the material
with a damp tissue or cloth.
Limit the amount of material on a single transparency. Print in capital and low-
ercase letters. Write no more than seven lines of text per transparency and no more
than seven words per line. One-inch-high letters should be legible at a distance of
thirty-two feet; in a smaller room, use smaller lettering. Test out various sizes of lettering in your classroom under typical viewing conditions. (Sources: Cook, 1995;
Svinicki and Lewis, 2002)
Use color. Use blue or black ink; red or green may be hard to read. Highlight
important points as you go by underlining and boxing with colored pens intended
for use on transparencies. (The ink in regular felt-tip pens does not adhere to the
plastic.)
Use a small pointer. Have a pointer that will rest in place on the transparency
(Cook, 1995, recommends small plastic cocktail stirrers). Because any pointer
movement will be magnified by projection, you need to move the pointer slowly
and steadily over the transparency. Rapid movements will be startling, and small
shakes can look like major tremors on the screen.
Place a piece of non-transparent paper on the projector to signal a pause.
When you are talking but no longer referring to a transparency, darken the screen
by placing a piece of semiopaque paper on the projector. (A blank lighted screen
can be distracting, but turning off the machine can make the room seem too
dark, and some projectors will lock up if switched off and then switched on
too soon).
Creating Sets of Transparencies
Use word processing, presentation, or graphing software. It’s easy to produce
nice-looking transparencies on a computer, and you can also print out hard copies or post the transparencies online. Pick a sans serif font (like Helvetica), and
use uppercase and lowercase letters of at least 30–40 points. Format your page
in landscape (using the width of the page, not the length) so text is not cut off by
heads in the audience. If your printer doesn’t handle transparency sheets, check
with your institution’s media center or go to a commercial copy shop. (Sources:
Cook, 1995; Gribas et al., 1996)
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Take care in preparing handwritten transparencies. Use permanent ink if you
intend to reuse the transparency; otherwise use water-soluble ink or a grease pencil. The best colors are black, blue, and green. Letters approximately one-quarter
to one-half inch tall will project well in a small classroom. Place a sheet of lined
paper underneath the transparency to serve as a guide as you write on the sheet.
To prevent smudging, place a clean sheet of paper under your hand.
Showing Prepared Transparencies
Arrange your transparencies in the order you will show them. Make sure that
your notes match the same sequence. Flag the margins of your notes to show when
to put up the next transparency. To avoid exposing the light when you change
transparencies, hold the new one above and drop it as you remove the old one.
After displaying a transparency, wait briefly before speaking. Give students
time to scan the material; don’t read it for them. Leave the transparency up long
enough for students to take notes or photograph the material; let them know if
you are going to post the image online.
Place a clear plastic sheet on top of transparencies you will use repeatedly. On
the plastic overlay, you can highlight or emphasize key parts of the permanent
transparency or add details to it.
Bring at least one blank transparency to class. Use the blank transparency to
record students’ ideas, expand a concept briefly mentioned, or clarify issues raised
during class.
References
Cook, D. “Use and Abuse of Overhead Transparencies.” University of Alberta, Teaching and
Learning Exchange, 1995, 2(3).
Gribas, C., Sykes, L., and Dorochoff, N. “Creating Great Overheads with Computers.”
College Teaching, 1996, 44(2).
O’Hare, M. “Talk and Chalk: The Blackboard as an Intellectual Tool.” Journal of Policy
Analysis and Management, 1993, 12(1).
Paldy, L. G. “Graphics in the Lecture Hall.” Journal of College Science Teaching, 1997, 27(1), 4–5.
Svinicki, M. D., and Lewis, K. G. “Media Aids for the Classroom.” Center for Teaching
Effectiveness, University of Texas at Austin, October 3, 2002. http://www.utexas.edu/
academic/cte/sourcebook/media.pdf
49
Slide Shows
In some courses—in art history, architecture, and plant biology, for example—a
considerable portion of class time may be devoted to the showing of digital slides.
But images can add interest, variety, and instructional value to presentations in
any field. One image can engage students in ways that verbal or written descriptions cannot. The chief disadvantage of projecting images on a screen is that the
room must be darkened, which may make it hard for students who are taking
notes on paper (but not on laptops).
Because photographic slides degrade over time, some experts recommend
converting photographic slides to digital files (Pitt et al., 2002). Many inexpensive
scanners can do these conversions, with varying results and speed. More sophisticated equipment is needed to ensure the faithful reproduction of colors or to
make other adjustments to the images (Carlson, 2005; Lancy, 1999). While photographic images are sharper and can be more beautiful, digital images are more
expedient, easier to store, and offer the option of adding text or diagrams to the
original image. Some campuses provide digital conversion services.
General Strategies
Use images to reinforce concepts, illustrate ideas, or stimulate students ’
interest. You can use images to illustrate the steps of a process, to clarify spatial
or visual relationships, and to show objects or source documents. (Source: Pitt
et al., 2002)
Design your presentation around your images. Your images and lecture should
complement each other. If you have only six or seven images, you may want to
group them all together rather than dispersing them throughout a fifty-minute
class. Or you may want to create several small content units around each slide.
Be aware of copyright law. Under the fair-use provisions of U.S. copyright law,
instructors may make one copy for educational purposes of a copyrighted image
from a book or periodical without asking permission from the copyright holder.
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But copyright law is evolving, and provisions for copying images from the Internet
are, in particular, likely to change. To prepare for future contingencies, keep notes
on the source of each image. These source notes will also be important if you
later want to use an image to illustrate an article, essay, or monograph. (Source:
Lancy, 1999)
Locating and Creating Slides
Take advantage of existing collections. Examine on-campus collections of
photographic slides and digital images. Network with other faculty to share and
explore resources. Research online providers of images in your field such as
ARTstor or Getty Images. (Source: Rockenbach and Marmor, 2005)
Create your own images. Using a computer, a scanner, a photocopier, and
a camera, you can copy and modify almost any print or online image. Most
textbook illustrations and detailed maps, however, reproduce poorly; look for
simpler maps that emphasize the most important locations or routes. Use word
processing, graphics, and spreadsheet software to create diagrams, graphs, and
charts. For those images that will not be on the screen for long, don’t spend too
much time on production values. Strive for well-lighted images that have good
contrast and little or no distracting or extraneous information. (Source: Svinicki
and Lewis, 2002)
Choose software that suits your needs and skills. If you have not used imageediting software before, ask colleagues and students for suggestions about what
program might suit your needs. Sophisticated programs such as Photoshop can
create wonderful, complex images, but these programs take time and patience to
learn. If your goal is to produce simple flowcharts, you may well prefer to work
with simpler tools.
Hands-on Tips
Arrange for a small light for your notes. If the podium in your classroom is not
equipped with a light, bring a flashlight.
Use a laser pointer. A manual pointer or hand gesture may get lost in the projected
image.
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Use an LCD projector with a wireless remote control. For maximum mobility,
select a projector that has a wireless remote control. Most remote devices have
three buttons (forward, reverse, focus) and are easy to operate.
Show an image for about one to three minutes. You want to give students time
to study the image and listen to what you are saying about it. Experienced faculty
show no more than forty images in a fifty-minute talk, and more typically twenty
to thirty. Show fewer, better slides rather than rush through many unless your
point is to run through a lot of quick images. As appropriate, pan, zoom in, and
zoom out on the image and details. Present images side by side for comparisons
or perspectives.
As appropriate, ask students to sketch the images in their notes. Drawing the
images will reinforce students’ comprehension and retention. In addition to posting the images on the course Web site, you can also post them outside your office
and invite students to come by and improve their sketches. Don’t be surprised if
some of the sketchers form spontaneous discussion groups.
In large classes, show images while students are arriving. By showing images
while students are settling in, you can direct their attention to the front of the
room, which may make it easier to call the class to order. When the room lights
are on, only stark, simple images will be viewable. (Source: McKeachie and
Svinicki, 2006)
References
Carlson, S. “Ditch the Slide Projector: An Art Professor Brings Paintings to Life with
Software.” Chronicle of Higher Education, June 24, 2005.
Lancy, D. F. “Teaching with Technology—Digital Slides.” College Teaching, 1999, 47(3), 82–83.
McKeachie, W. J., and Svinicki, M. McKeachie’s Teaching Tips. (12th ed.) Boston: Houghton
Mifflin, 2006.
Pitt, S. P., Updike, C. B., and Guthrie, M. E. “Integrating Digital Images into the Art and Art
History Curriculum.” Educause Quarterly, 2002, 25(2), 38–44.
Rockenbach, B., and Marmor, M. “ARTstor’s Digital Landscape.” Library Journal, 2005,
130(12), 34–37.
Svinicki, M. D., and Lewis, K. G. “Media Aids for the Classroom.” Center for Teaching
Effectiveness, University of Texas at Austin, October 3, 2002. http://www.utexas.edu/
academic/cte/sourcebook/media.pdf
50
Video Recordings and Clips
On most campuses, equipment for viewing and producing video is available
through a media center or library, and many campuses have extensive collections of video content. Videos of various types may also be downloaded from the
Internet; sites like YouTube, Video Google, and Video Yahoo offer thousands of
short clips and, increasingly, full lectures on various topics. Broadcasts of selected
television documentaries, panel discussions, public affairs programs, and how-to
and entertainment shows are also available online at the channel’s Web site or at
third-party video sites.
Some instructors and students produce their own videos of scientific experiments, interviews, performances, and guest speakers. In some classes, students
submit video projects or term projects that have a video component.
If you are planning to record and present to your class material that is copyrighted by others (for example, all or a portion of a television program), ask
your campus copyright officer, media staff, or librarians for help in determining
whether you need written permission from the copyright holder.
General Strategies
Use “trigger” video clips. Some instructors use short video clips to trigger or
stimulate classroom discussion, break up a long lecture, provoke an emotional
response, or capture students’ attention. For example, social psychology instructors
found that showing relevant content clips generated student interest and improved
their comprehension of basic concepts. (Source: Eaton and Uskul, 2004)
Match videos to learning objectives. For example, video can effectively replace
some live demonstrations in science classes, saving instructors time and effort
(Laroche et al., 2003). Longer video presentations should serve particular learning
objectives, such as the teaching of a process or the understanding of a distant time
or place. Analyze your objectives, and structure appropriate activities for before,
during, and after the video presentation.
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View the entire video before you show it to the class. Make sure that the content
is appropriate for your students and that the video is the best way for students
to learn the concepts or material you want to teach. Decide whether you want to
show the video during class or assign students to view it as homework. While you
prescreen the material, pause to jot down questions to raise with the class after
the presentation.
Structure an Active Viewing Experience
Prepare your students to see the video. Explain why you are showing a video
and what you expect students to learn from it. Does the video demonstrate examples of key concepts, review material previously covered, or pose a new problem?
Relate the video to what your students already know about the subject, and introduce new terms or proper names on the board.
Provide guiding questions. Research suggests that students gain more factual
knowledge from watching a video and are more successful at drawing inferences
from it if they write answers to open-ended guiding questions while they watch
the video. This procedure is more effective than pausing a video in order to pose
comprehension questions to the class. (Sources: Kreiner, 1997; Lawson et al.,
2006)
Pair a video with a reading assignment. Bassham and Nardone (1997), for
example, discuss the topic of critical thinking by pairing the feature film JFK with
relevant readings.
Break up or rearrange parts of the viewing. You can pause a video to ask stu-
dents to predict what will happen next. Or stop the video to discuss their developing view of an issue before they see the outcome. Or show the ending or outcome
first and challenge students to describe the earlier phase or steps.
Conduct a follow - up activity. After the presentation, engage students in
assessing the meaning of what they have seen and its relationship to the
course content. You could lead a discussion, ask students to write a brief analysis,
or have them form small groups to resolve problems or discuss issues raised in
the video.
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Hands-on Tips
Have students generate their own videos. Some instructors teach by guiding
students through a process of recording events or phenomena and then analyzing
them. (Source: Lessie, 2001)
When you show a video in class, view it with your students. You can learn
a great deal by observing your students as they watch the video. Refrain from
showing videos as a way to occupy students during your absence or while you do
other things.
Put students’ equipment to work. Many students bring video hardware to every
class: laptops, cell phones, and other display devices. You can avail yourself of this
equipment by assigning small groups to analyze different videos or portions of a
video and then report back to the class as part of a broader investigation.
References
Bassham, G., and Nardone, H. “Using the Film JFK to Teach Critical Thinking.” College
Teaching, 1997, 45(1), 10.
Eaton, J., and Uskul, A. K. “Using The Simpsons to Teach Social Psychology.” Teaching of
Psychology, 2004, 31(4), 277–278.
Kreiner, D. S. “Guided Notes and Interactive Methods for Teaching with Videotapes.”
Teaching of Psychology, 1997, 24(3), 183–185.
Laroche, L. H., Wulfsberg, G., and Young, B. “Discovery Videos: A Safe, Tested, TimeEfficient Way to Incorporate Discovery-Laboratory Experiments into the Classroom.”
Journal of Chemical Education, 2003, 80(8), 962–966.
Lawson, T. J., Bodle, J. H., Houlette, M. A., and Haubner, R. R. “Guiding Questions
Enhance Student Learning from Educational Videos.” Teaching of Psychology, 2006, 33(1),
31–33.
Lessie, D. “Video Capture and Analysis: Seizing on Computer Technology to Teach the
Physical Sciences.” Journal of College Science Teaching, 2001, 30(4).
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PowerPoint Presentations
Various software programs can be used to create slides of formatted text and
graphics, but Microsoft’s PowerPoint has so dominated the market that many
people use PowerPoint as though it were a generic term. Proponents say that
PowerPoint and similar programs are quick and effective tools that save instructors time, reduce the note-taking burden on students (since they can obtain
hard copy of the slides), and allow presentations to be easily modified, annotated, and archived (Doumant, 2005; Lyons et al., 2003). Critics use the slogans
“PowerPointless” and “Death by PowerPoint” to describe the intellectual and
pedagogical disadvantages of these slide shows: the hierarchical outline structure
drives the presentation, requiring that ideas be reworked and truncated into bullet points; the click-click format serves to dilute content, oversimplify complicated
ideas, discourage spontaneity, hinder serious analysis, and turn viewers into passive and uncritical thinkers (Adams, 2006; Klemm, 2007; Tufte, 2006).
Researchers who have looked at the effects of PowerPoint in the classroom report
that students tend to be satisfied with the presentations, but the impact on student
learning is mixed (Apperson et al., 2006; Bartsch and Cobern, 2003; Hardin, 2007;
James et al., 2006; Susskind, 2005). PowerPoint appears to neither hinder nor enhance
student learning (Clark, 2008; Levasseur and Sawyer, 2006; Noppe et al., 2007).
The suggestions below will help you avoid common problems with
PowerPoint. For advice on the technical aspects, consult your campus technology
center or read the materials developed by other universities, such as the University
of Washington (catalyst.washington.edu).
General Strategies
Use PowerPoint selectively. Don’t use PowerPoint at every session of class, and
don’t use it for the full class period. Combine short PowerPoint presentations with
other media and with board work. (Source: Gallagher and Reder, 2004–05)
Never read your slides. Use the slides to highlight your talking points or head-
ings. Reading slides aloud, as though from a teleprompter, is perhaps the single
most boring thing an instructor can do in the classroom.
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Do not give away the store. Research shows that PowerPoint enhances learning
when students can print copies of course slides. Avoid making so much material
available for downloading that students see little reason to come to class. Remind
students of the important role writing notes plays in the learning process. Some
faculty omit some material from the downloadable version—that material is presented only in class. If you are showing slides that accompany a textbook, add
other material so that students will not feel that the class is merely a summary of
the book. Some faculty prepare “talking points” that students are to download
before class and come prepared to discuss. Other faculty, as course size permits,
distribute skeletal notes in advance of class, with key terms, a general outline, and
diagrams that students fill in during class. Note: Because not all students have access
to PowerPoint software, post your notes in PDF format which is free. (Sources:
Levasseur and Sawyer, 2006; Klemm, 2007; Noppe et al., 2007; Quible, 2002)
Have a contingency plan. If a technical problem arises, don’t waste class time
trying to fix it. Come prepared with a backup plan—a batch of hard copies of
your presentation or a set of transparencies for an overhead projector. (Source:
Lyons et al., 2003)
Preparing a Presentation
Design your presentation with learning principles in mind. Research on
multimedia learning shows that the following characteristics make learning more
effective (adapted from Mayer, 2005):
words and images rather than words alone
no extraneous material
a conversational style rather than a formal style
organization of material with clear outlines and headings
corresponding words and images presented at the same time or next to
each other on a screen
• animations presented with spoken words rather than printed text
•
•
•
•
•
Limit the number of slides. Some faculty suggest limiting PowerPoint presentations to fifteen minutes in an hour-long class. If you want to do a longer presentation, researchers recommend no more than thirty slides for a forty-five-minute
presentation, leaving fifteen minutes for discussion at the end. (Source: Bates
and Poole, 2003)
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Be economical with text. When students are reading a slide, they are not listening
to you. For landscape-oriented slides, follow the “one slide, one idea” principle.
Text should run no more than a sentence or two headline. Use a plain, sans serif
typeface (Arial, Helvetica, or Lucida Grande), capital and lowercase, in a bold
font of 18 to 30 points. (Sources: Alley, 2003; Yaffe, 2008)
Limit the number of bulleted lists. Because you are limited to a few words, bul-
leted lists may truncate complex ideas, leave critical information unspecified, or
lead to superficial generalizations. If you do use bullets, keep the list to a few items
and the text parallel in structure. (Sources: Alley, 2003; Tufte, 2006)
Use graphs and diagrams instead of tables. Graphs are easier to read and comprehend than tables; if tables are needed, distribute them as a handout. Doublecheck each graph to make sure you have defined the variables, labeled each axis,
and labeled the units.
Choose colors carefully. For most purposes, you will want to use white type on a
dark background. A white screen with black type can be hard on the eyes. Avoid
combinations where the background swallows the text: white text on red; white
on blue; yellow on blue; blue on yellow; red on black. Select color combinations
that make the text easy to read. About 8 to 10 percent of men have some degree
of color-blindness (usually red-green blindness), so be sure that important colors
differ in brightness as well. Unless you have a background in graphic design, limit
yourself to two or three colors per slide. (Sources: Marieb and Hoehn, 2006;
Yaffe, 2008)
Avoid eye-candy. Research indicates that elaborate slide constructions can
actually result in less learning. Resist the temptation to add flying text, clip
art, animation, and sound. Instead of trying to jazz up uninteresting content,
choose interesting content. Use static images, simple backgrounds, and good
contrast between them. When in doubt about an image, leave it out. Do not
use sound unless it is directly related to your point. (Source: Levasseur and
Sawyer, 2006)
Conduct a tech rehearsal. To make sure the text and graphics are legible, pre-
view the slides under conditions similar to those in your classroom. Rework any
slides that are too cluttered or too detailed. Use handou